A current initiative at many institutions is the formation of "learning communities" that link or cluster courses around an interdisciplinary theme and enroll a common cohort of students. This study examined the attitudes and perceptions of students, faculty and administrators who were involved in a learning community to determine the strengths and weaknesses of the experience. The findings include: (1) the learning communities program should find more stable leadership and an administrative home in the institution; (2) linked or clustered models adapt well to the learning communities' initiative at the community college; (3) there is a need for a campaign to inform students, faculty and administrators about learning communities; (4) to improve communication, meetings must be held between the chief administrator and participating faculty and students to discuss program needs; (5) a "point person" should oversee registration and counseling issues, and counselors must be briefed prior to registration concerning the program offerings; (6) participating faculty should receive a stipend for their efforts in the program; (7) the program should further explore the use of adjunct faculty; (8) to recruit students, the institution needs to use peer mentoring and peer advising techniques; and (9) learning communities need to be linked or clustered with popular, general education courses and not solely with remedial courses. Appended are faculty guidelines for learning communities, the survey instruments, consent forms, interview questions, and verbatim responses. (Contains 76 references.) (AUTH/KP)