The role of motivation and collaboration in STEM learning and performance is paramount. A learning community represents an educational approach that can engage students in learning in a motivated, thoughtful, active, and collaborative way. The focus of this article is on the nature of students' interest, attitudes, learning experiences and motivation in STEM as a result of participating in linked classes as part of the Learning Communities for STEM Academic Achievement (LCSAA) initiative at two historically Black colleges and universities (HBCUs). Quantitative and qualitative data demonstrate a positive influence of learning communities on students' attitudes, learning experiences and intrinsic motivation in STEM. (Contains 2 tables and 2 figures.)