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In this paper we explore the theory of communities of practice in the contextof a physics college course and in particular the classroom environment of anadvanced laboratory. We introduce the idea of elements of a classroom communitybeing able to provide students with the opportunity to have an acceleratedtrajectory towards being a more central participant of the community ofpractice of physicists. This opportunity is a result of structural features ofthe course and a primary instructional choice which result in the developmentof a learning community with several elements that encourage students to engagein more authentic practices of a physicist. A jump in accountable disciplinaryknowledge is also explored as a motivation for enculturation into the communityof practice of physicists. In the advanced laboratory what students are beingassessed on as counting as physics is significantly different and so they needto assimilate in order to succeed.

Conditions for building a community of practice in an advanced physics laboratory