This paper argues that creating intentional interfaith communities of practice on college campuses can encourage interfaith cooperation on campus and help form students to be interfaith leaders. Through analysis of the work of theorists Jean Lave and Etienne Wenger on situated learning within communities of practice, the author explores the interplay of identity formation and practice with regard to student interfaith leadership and interfaith cooperation. She then examines Interfaith Youth Core as an organization that is enabling these types of communities of practice to flourish on campuses nationwide.