Learning communities are common on two- and four-year college campuses. Estimates suggest that they exist on four to five hundred campuses and can be found in most states. Such numbers signal that interest in learning communities is going strong, and there are indications that on two-year college campuses, interest continues to grow. As administrators initiate or broaden learning community programs on their campuses, they may encourage writing teachers to become involved, recruiting them to teach within a block of courses taken by learning community students or inviting them to bring forward their own learning community ideas. Teachers of composition who agree to such involvement can play an important role in realizing the educational benefits of learning community projects--including those that help the student writer. In this article, the authors introduce and employ a heuristic that writing teachers can use to prepare for meaningful involvement in learning community work. (Contains 3 notes.)