The central purpose of curriculum, assessment, and teaching, especially in putting them together, is to improve children's and adult's learning. Examples of this came to the author via modern communication media and are being furthered through such technology. Soon after the publication of her book "Mind in the Making" (MITM) in 2010, the author received a dramatic number of Google alerts about messages using her name or the book's title. Publishing a book is like dropping that book into a dark sea to sink or swim. Rarely does the author have glimpses of where the book goes or whom it touches. Publishing MITM in the information age has been a totally new experience for her. Reading the cumulative Google alerts, the author sensed that "Mind in the Making" was bringing together people who don't usually work together. Principals and early childhood directors; family, friend, and neighbor (FFN) providers and center-based teachers; parents and teachers--adults from across the typical systems divide were coming together. Furthermore, surprising groups, such as families in homeless shelters and teen parents, were reading the book. The author came to think of these groups as learning communities. In this article, she discusses the 10 features most of the "Mind in the Making" learning communities have in common, with examples for each.