This article describes the process of developing a pilot learning community at East Tennessee State University, focusing on the collaboration of academic and student affairs administrators. Exploring how the literature on the integration of high impact practices, namely learning communities, service-learning, and domestic travel study informed our decisions regarding the structure and content of the pilot, we examine how this experience set a foundation for institutional exploration of future learning communities praxis. We describe the nature of our collaborations in the curricular and co-curricular learning community components and discuss the self-reflections that were necessary to help guide the learning of students. The article concludes with a summary of assessment results and reflections on major takeaways.