This article details the creation of a lesbian, gay, bisexual, transgender, and queer (LGBTQ) learning community. Created because of research that indicates chilly campus climates (Rankin, 2005), as well as particular needs of LGBTQ students in the classroom, this learning community focused upon LGBTQ topics in and out of the classroom. While overall the learning community was successful, recommendations of increasing partnerships with other campus offices is detailed. In addition, critical questions of reframing learning communities as being essential for identity are outlined.