Although prominent theories in college student development cover a breadth of developmental aspects and draw from various fields of study, the literature lacks a developmental theory that explains the neurological processes that occur during student development. This literature review uses Neuro-semantic Language Learning Theory (Arwood, 1983; 2011) as a foundation to explore the triangulation of neuroscience, cognitive psychology, and language learning literature to speak to the gap in student development literature. Literature for each of the three subjects (neuroscience, cognitive psychology, and language learning) is presented, analyzed, and compared to current literature on student development theory. The purpose of this literature review is to supplement existing student development theory and provide a more holistic understanding of student development. Implications and suggestions for application of literature to student affairs work are offered.