The application of Communities of Practice (CofP) can potentially serve as an effective learning strategy for higher education classrooms by contributing to student professional development while fostering a desire for life-long learning. The purpose of this qualitative study was to assess the effectiveness of this learning strategy and help educators understand how integrating CofP experience in the higher education classroom can help students become more engaged in lifelong learning. Students involved in CofP during two different graduate courses provided their reflections on this learning strategy through their papers and journals. Findings indicated that, despite the often individualistic nature and constrained graduate course environment, participants felt that the use of CofP was beneficial for enhancing relationship skills and acquiring knowledge about topics of interest quickly and effectively.