The benefits of students' experiences of community, especially in K-12 settings, are well established in the professional literature; however, the influence of college students' perceptions of classroom community is a relatively new focus in educational research. Even less is known about professors' perceptions of classroom community; particularly what it is, if it is important, and why. We explored classroom community from the professors' perspective in a multiple case study. Sixteen award winning professors from 2 major universities completed face to face, semi-structured interviews designed to capture their conceptualizations of classroom community. This article includes a brief review of current research related to classroom community in post-secondary settings. Based on in depth analysis of participant interviews, an expanded definition of classroom community is provided, as well as a framework for conceptualizing classroom community in post-secondary settings. (Contains 2 tables and 1 figure.)