Most students experience higher education as a solo performance. In relative isolation from their peers, they spend each term selecting from a menu of individual courses that also operate in relative isolation from each other. Cohort programs have, for decades, attempted to break the separation between students and between courses. In this article, the author presents the findings of a study she conducted to examine student cohorts. The author conducted this study to understand how students made meaning of their cohort membership and how they felt this membership affected how and what they learned as they worked to complete master's degrees in education. (Contains 8 notes.)