This present phenomenological case study explored collective class actuation as experienced by a seminary teacher in a Western State. Collective class actuation results when teachers or students perceive their class group as being in an optimal performing state of dynamic equilibrium. The participant of this present study sought dynamic equilibrium through teaching (meeting pedagogical needs) and reaching (meeting socioemotional needs) to achieve a splendid mix of learning and enjoyment. As class groups develop collective classroom efficacy, they unite behind common goals and develop student roles that support the collective dynamics necessary for equilibrium and actuation. Findings are discussed and combined with the literature in order to formulate the collective class actuation model.