This mixed methodology study gathered and analyzed data from a sample of faculty at a California graduate university dedicated to adult education and lifelong learning. The purpose of the study was two-fold: to examine how participation in a learning community affects graduate faculty members' perceptions about teaching, learning, and students' abilities; and to explore whether graduate faculty members believe that learning communities help them effectively integrate curriculum into the classroom environment. The sample was recruited from the population of full-time and adjunct faculty. Data were collected from a survey questionnaire and follow-up interviews. Survey questionnaire and follow-up interview data were analyzed quantitatively. It was found that PLCs encouraged higher order and creative thinking, self-governing processes, and the ability to apply theory to practice by developing actionable and concrete ideas. The essential parts of the learning community are faculty recognition of the need to spend time on their own learning, emphasis on outcomes instead of instruction, improved communication, harmony among members, shared learning among faculty, and helping students connect their learning to the real world.