Using a quantitative, quasi-experimental, pretest-posttest nonequivalent (control) group design, this study explored the extent to which students’ views of self, as measured by the Adult Trait Hope Scale, Meaning in Life Questionnaire, and Self-Authorship Survey, changed between the ends of the first and second years of college. In addition, this study examined the influence of a learning partnership academic advising program on second-year college students’ development of self-authorship, hope, and meaning in life. Finally, this study explored possible relationships between the three constructs of hope, meaning in life, and self-authorship.