Based on findings from a recent qualitative study utilizing grounded theory methodology, in this essay, the authors focus on the building of community within the classroom by emphasizing classroom discourse as an essential component of instruction in exemplary teachers' classrooms. The authors then provide insights as to how to encourage and support classroom community through discourse, defined as a written or spoken representation of one's knowledge. Specifically, the authors present a progressive approach--the "Facilitate-Listen-Engage" (FLE) model--designed to create a discourse-intensive community of learners. In this model, which can be applied to multiple content areas and across various grade levels, the teacher, serving as the "Facilitator", intentionally plans lessons, engaging students in discourse. Classroom members then participate in the "Listen" phase in which teacher and students cohesively exchange information through bidirectional communication. In the "Engage" phase, the teacher purposefully provides opportunities for students to engage in rich discussions which stimulate the development of community. Ultimately, this progressive framework is designed to establish a sense of belonging for all students while actively engaging them in the learning process, forging the idea that every member of the classroom is valued. Finally, the authors describe three instructional strategies for promoting classroom discourse, supporting practitioners as they translate theory into practice.