This article focuses on curriculum-based learning communities (LCs). In these LCs, manipulation of the curriculum is intentional and often innovative, with the overarching goals of developing meaningful connections among students, between students and faculty, and between students and their coursework. The variety of curriculum-based models reflect the general strength of LCs to be flexible and to meet specific demands of various colleges and universities and the different student groups within those institutions. One "flexibility" is to center an LC within a particular discipline such as psychology. However, despite these variations, a commonality across all curriculum-based LC models is having students coenrolled in two or more courses. Curriculum-based LCs may offer experiences during the first year alone, include opportunities for involvement over multiple years or begin in the sophomore, junior, or senior year. In this article, the authors present examples of three models of curriculum-based LCs, a more detailed description of a specific discipline-centered curriculum-based LC at Appalachian State University, and conclude with some advantages and disadvantages of curriculum-based LCs centered in a discipline.