The concept of the learning community and the transition of both students and teachers to the teaching/learning relationship has become a focus of graduate programs at Heritage College (Toppenish, Washington). The mission of Heritage is to provide quality, accessible higher education to a multicultural population which has been educationally isolated. In a major reorganization of the graduate program in the early 1990s a conscious effort was made to craft a mission congruent with Heritage's undergraduate program. A site-based model was developed using a targeted cadre organization that allowed groups of about 25 students each to meet in school-based classes that remained together for approximately 2 years. The graduate faculty collaborated on identifying valued outcomes to guide the content of the courses. The eight identified outcomes reflected the mission of the college. Now students enter a program where they are expected to: (1) assess resource materials and persons; (2) analyze critical issues in the evaluation of diverse populations; (3) articulate a personal framework for professional growth; (4) link multicultural theory and practice; (5) demonstrate problem-solving ability; (6) exhibit effective social interaction; (7) communicate effectively in both oral and written presentations; and (8) demonstrate self-reflection. (Contains 20 references.) (JB)