College and university personnel have reported that learning communities increase retention and student learning. Maureen Franklin, vice president for academic affairs, realized the value that learning communities could have in academic life at Doane College (Crete, Nebraska), and in April 2003, she provided funds for two faculty members and one staff member to attend the National Learning Communities Conference in Phoenix, Arizona. After their return, this team facilitated a learning communities luncheon. Several faculty members discussed their interest in learning communities and proposed a process for developing them. As a result, four communities were formed among 11 faculty members. In May, a letter was sent to all incoming first-year students describing the communities. Faculty who served as summer orientation advisers promoted enrollment in learning communities. Thus, Doane College initiated its pilot term for learning communities with the goal of providing its students with the benefits reported at other institutions. The data confirm increased academic achievement for the participating students during their second term and predict high retention into the third. These data also support continuing learning community participation for the academic community. (Contains 1 table.)