This paper argues that collaborative learning is possible within graduate education and examines the process whereby a classroom can develop into a unified learning community of shared experiences. Using excerpts of student writings and dialogue, three aspects surrounding the creation of a learning community are explored: (1) the risk of trust, (2) the art of transparency, and (3) the passion for learning. The risk of trust is examined in the context of student teacher/peer relationships in which the teacher communicates warmth and trust to the student, and the students receive strength from the teacher and each other. The art of transparency in the classroom relates to students feeling positive about having their doubts, ideas, opinions, and questions scrutinized by others. Finally, the passion for learning encompasses the classroom's willingness to engage in critical classroom discussions. Contains 15 references. (GLR)