Discipline-based learning communities have become a popular strategy for improving student performance and satisfaction. This article describes the goals and features of a university-based, first-year psychology learning community (PLC) implemented in Fall 2003. We also report the results of a longitudinal assessment of the impact of the PLC on student retention and progression, academic performance, cocurricular involvement, and satisfaction with the major. Finally, we discuss the benefits and challenges of implementing a PLC. (Contains 2 tables.)