This paper presents a case study focusing on community among students in a distance learning program, the Syracuse University (New York) Master of Library Science-Independent Study Degree Program (MLS-ISDP). During July 1998, the researcher conducted interviews with Syracuse University faculty and staff involved in developing and administering the program. MLS-ISDP participants were contacted via the MLS-ISDP listserv, which includes current students and alumni; 15 students from 1993-1998 cohorts participated. Results indicated that MLS-ISDP students felt a strong sense of community, although their cohorts were distributed across as many as 21 states and countries. Topics discussed include a program description and key terms; MLS-ISDP demographics; factors which foster and sustain community, such as "boot camp" (i.e., the initial 7-day residency), other required on-campus residencies, introductions and biographies, list of residence necessities, cohort directories, cohort photos, assigned "buddies" from previous cohorts, listservs, required class participation, group projects, and a suggestion for introducing new and returning students to each other; administrators' perspectives on the beginning of the program and changes over time, residencies, group identity and rivalry, and listservs; and students' perspectives on residencies, group identity, and rivalry. (DLS)