In 1995, Cerritos College implemented a "Learning Community" approach with the intent of strengthening student academic success, especially among non-traditional, first generation college students. Thirty Learning Community clusters, seventy classes/instructors, and over four hundred students have been part of the learning communities projects since its inception. Cerritos College's model uses four interrelated approaches: development of a curriculum based on current brain research, identification and implementation of essential learning skills, integration of technology into the learning process, and cultural sensitivity. Approximately 150 students who were enrolled in Spring 1997 Title III Learning Community Courses completed a survey, expressing their level of familiarity and comfort with Integrated Thematic Instruction principles, self-described skill levels, feelings on the importance of various instructional methods, and reasons for choosing the Learning Community. Seventy-seven of those students also participated in a survey at the end of the semester. Results include: (1) student satisfaction rates rose from 90% to 98.7%; (2) anxiety levels were higher at the end of the semester than at the beginning; (3) 97% of the students indicated that material presented in a practical context facilitated learning; (4) active student participation increased; and (5) almost 75% of the students preferred untimed tests. Student comments solicited through open questions are also presented, as are faculty reflections. (VF)