Countries around the world have identified early childhood education as a major priority in providing the foundation for inclusive democratic participation. In US early childhood practice, creating a classroom community is recognised as a part of "quality" education and a means to teach democratic principles. The purpose of this qualitative study was to explore how a teacher and her students understand classroom community. The teacher and children defined community as: safety and comfort, helping others, inclusion, and being good democratic citizens. As the children and teacher participated in community activities, their ideals of democracy are interrupted by public school practices and curriculum that favour control and conformity. The struggle highlights how classroom community building is not a guarantee for learning to live in a democracy. However, participation in community building can become an opportunity for inquiry and critique of our social contexts--a vital aspect of democratic living.