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This observational study involving intact groups and convenient sampling examined learning communities at four North Texas community colleges. The purpose of this study was to determine if there was a significant difference in cathectic learning climate, inimical ambiance, academic rigor, affiliation and structure among students in learning communities and freestanding classes. Learning communities are gaining nationwide popularity as instruments of reform in higher education. Recent studies have discussed the benefits of learning communities to students, faculty and institutions. The independent variable was learning community compared to freestanding classes. Follow-up independent t-tests were also conducted to evaluate the differences in the means between the two groups and to explore which dependent variables contributed to the multivariate difference, which resulted in significant differences in inimical ambiance, affiliation and structure. The researchers conclude that learning communities make a difference for some learners, but not necessarily all, and that more research needs to be conducted to find the answers to the questions concerning the efficacy and sustainability of learning communities in higher education.