The purpose of this case study was to explore a previously theorized construct, Collective Classroom Efficacy, through student voices. We interviewed nine former sixth-graders a decade after their classroom experience as they articulated at a reunion the importance of their former cohesive classroom community. To provide data triangulation we interviewed a former guest teacher and we examined artifacts including student end-of-year reflections, student generated poetry. After conducting content and discourse analysis, results confirmed and extended our prior findings. The initial cornerstone elements of positive classroom environment, persistence and effort, and risk-taking towards interpersonal and academic goals were re-presented in the second case. A fourth element of academic content enacted as disciplinary knowledge provided additional means for students to interact with each other and with content. We demonstrated that a collectively efficacious classroom environment has positive consequences for student efficacy as they developed academic, social, and personal achievement and responsibility.