An elementary school teacher developed a learning community classroom with four key characteristics: (1) task and objective monitoring systems; (2) use of heterogeneous groups; (3) fostering of individual responsibility; and (4) fostering of group responsibility for learning. It appeared that collaborative planning between teacher and pupils was the key strategy contributing to the learning community characteristics. A second contributing strategy was the explicit management and organization system employed by the teacher. Examples are given of classroom events that illustrate how the teacher established a learning community classroom, what happened during collaborative curriculum planning, and the pre-planning techniques of the teacher for daily activities. Implications for teacher education are discussed. Appended are the teacher's notes on the two units of study completed during the school year. (Author/JD)