A Learning Community based on a model of linked courses was implemented for 14 freshmen with low reading and writing test scores compared to other entering students at a college for students who are deaf or hard-of-hearing. Instructors collaborated on curricular objectives supporting successful learner behaviors, and discussed student progress weekly. A deaf student teaching assistant and intensive career and personal counseling were also provided. Goals were to develop attitudes and behaviors that would support positive academic experiences, engender feelings of connection, and thereby increase the likelihood of program completion. Compared to a control group, the experimental group more often attended class and submitted homework on time, was perceived as putting in more effort, and completed more courses. Students appeared to benefit from the clustered learning environment and intensive monitoring of their progress. Weekly staffings and an older deaf student as a teaching assistant were other key components of the project.