The UCLA Learning Assistant Program aims to support introductory STEM courses by using undergraduate students as instructors during labs and lectures. In addition to working with other students, Learning Assistants (LAs) take a seminar on teaching techniques and learning. While research has shown LA Programs are beneficial for students taking LA-supported courses (Otero et al. 2010) less has been done on what benefits the experience provides LAs. There is previous research showing learning benefits for teaching material to others (Fiorella & Mayer 2013) and for learning strategies like metacognitive awareness (Young & Fry 2008). Evidence also suggests the program improves STEM attitude (Close et al. 2016), which also leads to improved learning outcomes (Glynn et al. 2011). Because of these previous findings, we hypothesize that students who serve as LAs will see improvement on measures of metacognitive awareness and STEM attitude, as well as better overall academic performance. In addition to providing feedback to the program here at UCLA, this study will fill a gap in current literature on the impact programs like this have on the undergraduates who serve as student instructors.