With recent interest in communities of practice, learning communities, and critical inquiry theory, the University of Tennessee at Chattanooga (UTC) developed, implemented, and studied the relationship of community and the cohort model. This paper shares information about successes and opportunities for improvement. Cohort-based learners across a number of degree levels (master's, education specialist, and doctorate) participated in various distance-learning programs. Factors related to retention, academic rigor, and persistence to degree are addressed. In addition, the cohort model and its relationship to existing affinity groups are explored.