The learning community as a classroom structure and as a teaching technique started in the early 1900s, experienced a slow but consistent growth, and in 2010 was in use in over 500 colleges (Smith, 1991). However, as in all of higher education, the methods being used must demonstrate effectiveness. An important question is how to demonstrate effectiveness in a learning community. The purpose of this study is to add to the research regarding learning community effectiveness. Existing research focuses on both the learning community concept and on a variety of specific institutions where learning community programs have been implemented. Still, the research is incomplete as the term learning community is broad, and the implementation of a learning community differs greatly according to institutional characteristics. Curriculum and pedagogical styles differ considerably at different colleges and universities. These become variables that might influence learning community effectiveness. This study centers on a linked learning community at a large community college. A cohort of 34 first-year students were placed in a set of four classes; those courses were English, history, developmental math, and a learning frameworks class, all designed specifically for beginning students. The classes were selected because they represent gatekeeper courses which impede the progression of beginning students into second semester and second-year courses of study. The study compares grades and retention rates between these students and a control group of students who also completed these four courses in the same semester; however, these latter students were not connected in any way. Several factors were considered including demographic characteristics of the students. The data were gathered through the institutional research organization at the college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]