The purpose of this article is to describe the strategies that four undergraduate faculty science, technology, engineering, and mathematics reform communities of practice use to sustain themselves to scale up reforms in higher education. The study was informed by literature on communities of practice and analyzed data gathered through document analysis, interviews, and observations. The resulting sustainability model for these communities emphasizes the following features: (a) leadership development, distribution, and succession planning; (b) a viable financial model; (c) a professionalized staff; (d) feedback and advice mechanisms; (e) research and assessment; and (f) an articulated community strategy. Implications for future community development are discussed.