This thesis explored the ways in which co-curricular programming affected students' development through a case study of the Mountains, Ocean, Valley Experience (MOVE) program at University of the Pacific. This study assessed the learning outcomes related to the MOVE program based on the student participants' perceptions of development and learning. In addition to finding support for most of the program identified learning outcomes, themes including the development of self-awareness, meaningful relationship cultivation, and a connection to the university emerged. Leadership development was also explored as it pertains to this program. Students at this particular institution appeared to begin transitioning through leadership identity development as defined by Komives et al. (2006) in terms of their understanding of the concept of leadership. Implications for future research and practice are also discussed.