This qualitative study explored faculty members' and senior level administrators' views of intelligence studies, communities of practice, and learning approaches. A focus group interview, individual interviews, and a review of documents were the sources of data for the study. Themes emerging from the investigation were strategies to connect courses with real world application, teaching approaches that lets students learn from students, using group projects to build on existing knowledge, mapping students' curriculum with their careers, relationship between Theory and Practice in intelligence and intelligence studies, benefits of a diverse student body, student centered learning where faculty are viewed more as facilitators, strategies to promote collaborative learning, and the importance of student assessment and feedback. Findings from this study included the use of community of practice pedagogical strategies, student body diversity, and collaborative learning strategies and tools. Recommendations for future research include a follow up study on the perceived efficacy of the learning approach from graduates the year the study was conducted, a replication of this study from the students' perspectives, and comparative research at an unclassified university. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]