An inaugural Doctor of Physical Therapy (DPT) learning community (LC) curriculum developed out of a perceived need for intentional faculty-student interactions to address personal and professional development and contemporary practice issues. As cohort size almost doubled over the past decade without commensurate growth in faculty, fewer opportunities arose to develop relationships and engage in social learning. LCs are known to be an effective professional formation intervention in higher education, but no studies existed in the context of a DPT program. The purpose of this research was to explore and improve DPT student and faculty experiences in an inaugural LC curriculum. Cycle 1 participants were students and faculty in the LCs who volunteered to describe experiences via semi-structured interviews. Inductive thematic analysis uncovered four themes: relationships/connection, optimal learning environment, transition to graduation school, and professional formation. Barriers to an optimal experience included ineffective faculty facilitation and the need for facilitation resources. These informed the Cycle 2 action steps of designing, implementing, and evaluating faculty facilitation trainings, debriefings, and curricular resources. DPT faculty volunteered to describe their experiences with the implemented action steps via semi-structured interviews, and DPT students described their LC experiences after faculty facilitation training occurred. Results included relationships/connection, faculty facilitation, curricular resources, and future opportunities. These findings support the effectiveness of LCs in DPT programs and their contributions to personal and professional formation, as well as the need to provide facilitation training and resources for successful implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]