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Learning communities have been present in community college settings for more than a decade. The literature suggests that they are generally effective for both participating students and faculty. As economic development increasingly demands greater technological sophistication, and community colleges are faced with increasing numbers of developmentally challenged students, learning communities may be one means to effectively resolve this paradox. This article is directed to those faculty and staff who may be considering the initiation of a learning community. It provides a review of literature, and presents a set of issues currently being addressed at one small community college in Louisiana where a learning community is in the design stage.