Communities of practice is a term that has begun gaining grounds in various settings especially in business and recently in education (Argyris, 2008; Göhlich, 2016; Lave & Wegner, 1991). The purpose of this case study is to look into how students measure their personal perceptions of their educational community; how they rate their educator within that community of practice as a result of this perception; and how organizational learning theory (OL) helps explain this intricate relationship between the student's perception of their community and their rating of their professor. Rovai, Wighting, & Lucking's (2004) Classroom and Community Inventory, in addition to the course evaluation, was adapted to measure classroom and community levels of satisfaction. At the end of the 16- week semester, learners' self-reflection provided a glimpse of how communities can develop within a higher education setting.