This paper explores the nature of the curriculum within learning communities, specifically, learning communities in leadership preparation programs. It also addresses how cohorts of learning communities operate effectively as cohesive groups, and how they, in turn, promote the enhancement of individuals. The process curriculum advocated in this paper consists of developing the individual, encouraging group interaction, focusing on reflection, and using adult development concepts and a constructivist approach to learning. The role of the instructor in the development of a cohort through such a process curriculum is also explored. Specific practices to develop learning communities that foster individual development might include efforts to enhance self-discovery, individual growth plans, educational platforms, portfolios, and student journals. Group interaction can be promoted through a variety of approaches related to cooperative learning activities, and there are many approaches to developing learning communities that would foster individual and community reflection. Theories of adult learning and development must serve as the foundation for the creation of learning communities in educational administration programs. Efforts to develop communities designed to meet the needs of adult learners should rely on a constructivist approach to learning and teaching. Using both a process curriculum (how to teach) and a content curriculum (what to teach) develops strong learning communities or cohorts of students. (Contains 43 references.) (SLD)