This article discusses the growth and current state of learning communities (LCs) in higher education. It reviews literature on the impact of LCs, highlighting a sample of single-institution studies and describing results from multi-institutional studies. LCs have been a growing movement aimed at educational reform for decades, and evidence continues to mount documenting successes they have achieved. Students and faculty report positive outcomes as a result of enhanced engagement with each other and the integration of ideas and experiences. At an institutional level, faculty and administrators report new partnerships, new programs, and invigorated departments as a result of LC implementation and development. Professional development for faculty and administrators is essential to the sustainability of these reform efforts.