This report outlines the program structures and faculty/staff roles of a developmental learning community (LC) initiative at Hillsborough Community College, Ybor Campus (Florida). The program consists of educational structures that link existing developmental courses and curriculum materials to a central theme: the importance of technology throughout American History and in today's society. The courses are designed to integrate technology applications with the teaching of college preparatory reading, writing, communication, keyboarding, and study skills. Researchers are evaluating the program's effect on: (1) student academic performance; (2) classroom attendance; (3) student retention; and (4) instructor/student and or student/student relations through the collection and analysis of student placement scores, pre-and post- test results, GPA, attendance, retention, and perception surveys. Initial observations of comparative data indicate that both LC and non-LC students demonstrated significant growth, based on Nelson Denny Reading Test (NDRT) pre- and post-exams. The data also show that non-LC students began the courses with higher Computerized Placement Test (CPT) reading scores and higher NDRT scores than LC students. Further, LC students demonstrated an equal level of growth from NDRT pretest to NDRT post-test, compared with the non-LC students, and LC students finished with a higher grade point average. (RC)