Learning community (LC) programs continue to proliferate across college campuses as a strategy to engage and retain students. Although evidence exists to suggest increased levels of social engagement among LC participants, there is an ongoing debate about the impact on student academic engagement and intellectual development. This article describes a learning community effort at a community college between an English composition faculty member and a faculty counselor who teaches a life-career planning course. A primary objective of this collaboration was to promote deeper student integrative learning. Students in the LC engaged in the process through writing, refection, and self-assessment based on issues related to work in a pluralistic society. Theoretical concepts and practical implications are analyzed and shared.