The purpose of this qualitative study was to explore how the implementation of Personality Theory in an upper-elementary classroom would impact the sense of community felt by the students in that class. Both purposive and voluntary sampling were used to identify two teachers willing to undertake the study with their classes. Students were assessed using the Murphy-Meisgeier Type Indicator and placed into homogenous groups based on Myers-Briggs personality type. Data collected through surveys and focus group recordings were cross analyzed through the lens of Vygotsky's Sociocultural Theory (Ryan and Patrick, 2001) to see whether or not the qualities of Maslow's third level of need, love and belonging, were being effectively met. Analysis of the data gathered indicated that growth occurred over the study period in the areas of student teamwork, student responsibility, and student insight of themselves and others, contributing to a sense of a deeper level of community in the classroom than had existed prior to the study. The study suggests implications for professional practice and policy as well as suggestions for future research. [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.]