This article describes the development of a Targeted Learning Community (TLC) that supports first-year science students enrolled in a General Chemistry course. Drawing on student feedback and knowledge and expertise in their respective disciplines, four faculty members from two colleges at Kennesaw State University came together to develop a learning community that would prevent early attrition in the science majors and increase student metacognition. In this paper, the design of the TLC is presented, and the effect it had on faculty vitality is discussed.