This study explores the role of `community' within a university campus Learning Community (LC). With a cohort-based structure, an LC exists to enhance student learning through peer cooperation and participation, however the scope of what constitutes community within these cohorts is not currently understood. This study investigates the roles of individual reciprocity, communication, need, time, and physical environment in community building, utilizing qualitative interviews and observations of a 30 member LC over the course of two academic years and a four-week study abroad experience in Panama. Through this, the vital roles of the orientation period and programming staff are revealed and should be considered in order to generate more effective LCs with stronger cohort communities.