The purpose of this paper is to explore the development of a learning community/city approach within Wyndham City, Victoria, Australia. The journey commences with a discussion of the demographic and economic context in which Wyndham has established its Learning Community Strategies. The development of Wyndham's Learning Community is placed in the context of a history of other learning community/city approaches within greater Melbourne, Australia and internationally. This history includes learning community and learning city frameworks such as the Australian Learning Community Framework and UNESCO's Key Features of Learning Cities, which have influenced Wyndham's Learning Community Strategies. Further, an in-depth examination of the journey of Wyndham City Council in developing successive Learning Community Strategies identifies critical incidents that have led to steady progress towards a sustainable learning community. Also, the development and evaluation of the Wyndham Learning Community are examined, including some vignettes of successful case studies. In conclusion, the implications for adult education and theory, including avoiding the use of the label 'learning city' as a marketing tool rather than a 'social process of participation and negotiation' is examined with pointers given for further research.