Cohen-Katz et al. explore residents’ experiences in a model practice environment emphasizing resident wellness, safety, and interpersonal skills. The quantitative results find no statistically significant differences in residents’ well-being compared with that of family medicine faculty and staff. Qualitative deductive analysis revealed 6 recurrent themes: naming/articulation of emotions, relationships, attitudes about self-care, self-reflection, delivery of learning experiences, and availability of resources. The authors posit that quantitative measures of well-being did not capture the experiential value of the curricular innovations. While not all residents expressed support for the changes, repeated references to the nurturing educational environment indicate favorable responses to the creation of an emotionally intelligent learning community.