This article re-operationalizes the term "impact" to evaluate success in the USAF Leader Development Course for Squadron Command (LDC). Literature is used to define impact in a three-part way: area of impact (what topics were most effective in instruction), level of impact (how topics will be applied in the future), and depth of impact (why the course was effective). Based on qualitative analysis of 379 surveys completed by students and their supervisors, findings revealed 10 top areas of impact. Seven topics were common between what students indicated had impacted them with what graduates reported actually applying post-graduation. Regarding level of impact, self, others, and unit were the top-rated categories of applying course content. The depth of impact was seen as being in an ecosystem of interconnectedness between the human microsystem (interactions with instructors, peers, and self) and six overlapping elements -- the exosystem -- that brought the student experience to life. The system of relationships is depicted in a new model called the "Student Experience Ecosystem" that may serve as a blueprint for designing similar courses. The study aids LDC revisions, informs development of similar programs in the academic community, and offers a holistic way to improve pedagogy in higher education.