In this essay, the authors argue that linked-course learning communities serve students at nonresidential metropolitan public universities by increasing their academic achievement, reducing their attrition, and engaging them in the project of public education. They use a winter 2004 research project to argue that linked courses create supportive learning communities that have particular curricular and cocurricular resonance for students at nonresidential metropolitan campuses. The study suggests that linked courses are associated with increased retention and increased academic achievement. It also suggests that linked courses create social networks for part-time students with commutes, jobs, and families. Finally, linked courses help teachers, students, and campuses realize the dream of excellent public education for all citizens. (Contains 2 notes.)