This issue presents the description of the idea, goals and objectives of living learning communities based on the review of the experience of foreign universities. These communities can serve as “new” means of student engagement in the educational process. They encourage greater interaction between students and faculty members as well as among students themselves. This analytical work also attempts to evaluate the possibilities of the implementation of living learning communities in university dormitories in Russia. This paper will be useful for researchers, university administrators, and anyone who is interested in current trends in the field of higher education.