The purpose of this qualitative research study was to monitor pre-service teacher candidates' progression and implementation of the learning community philosophy along with classroom management strategies. The study took place during their final semester of clinical practice. Data were collected from self-reports, surveys, university supervisor observations and informal post-observation conferences. Findings include a discrepancy between candidates' self-efficacy perceptions and actual ability to implement these concepts. Researchers discovered a progression, over the course of the semester, of competency in classroom management strategies associated with the development of the learning community. Classroom management strategies which the pre-service teachers implemented are also reported.