This paper presents an illustrative case study of how students learned community psychology practice competencies. Utilizing course mapping, focus groups, and reflective writing, students and faculty coded, analyzed and interpreted student data to better understand learning activities and processes which contributed to learning community psychology practice competencies in a coalition building course. A community coalition simulation and group work related to the final project emerged as two student learning activities that were found by students to contribute meaningfully to their learning three community psychology practice competencies: (1) Ecological perspectives, (2) community partnership and inclusion and (3) collaboration and coalition development. The instructor’s modeling community psychology practice competency skills was also reported by students to facilitate their learning.