The development of Community-Centered Learning (CCL), an approach to using the classroom as a community, is described, with the writer's experiences in using the model in three classes over a semester. A community is regarded as a group of people who share common goals and traditions, who realize their interdependence, and who strive to care for one another. In CCL the dimensions that structure the organization and operation of the classroom community are roles, rules, and rewards. The roles described by R. von Oech are expanded to result in classroom roles of conductor, explorer, artist, judge, and crusader. Rules for CCL are built on dialogue, problem solving, and practice. Rewards in CCL are those of the student's own recognition of achievement and growth. The application of the model in the writer's sophomore, junior, and graduate classrooms is described; and the difficulties are explored. One figure and five tables illustrate the model. (Contains 31 references.) (SLD)