Success for minority students in higher education has become a critical issue in higher education academia. Strategies for minority student retention have been developed as a result of the utilization of organizational theories and models which identify factors that influence student attrition in higher education. In particular, Tinto's attrition models (1975) and (1993) are among those theories that have been used in an attempt to describe and categorize the student attrition process. In an attempt to retain minority students', administrators in higher education must comprehend fully the significance of these models within the organizational culture and the academic environment in relation to student retention and attrition. The purpose of this article is to seek the denotative definition of a learning community and their successes in retaining minority students.