Recently, as autonomy and cooperative relationships are emphasized as major values of the future education, the value of learning community activities is drawing attention. The purpose of this study is to explore the social flow experiences and changes that graduate students who participate in learning community activities experience during the learning process. To this end, in-depth interviews were conducted based on qualitative case studies with five graduate students who participated in the learning community for a total of 24 months from 2021 to 2022. For data analysis, Giorgi's content analysis method was used, and what kind of social flow the learner experiences and changes in the course of learning community activities was interpreted based on the flow theory. The main research findings are as follows. First, it was found that graduate students who participated in the learning community recognized their own purpose in the learning process and experienced positive social flow through feedback, dialogue, and cooperation among members. Second, graduate students experienced repeated failures while conducting various learning activities and joint research, and experienced negative emotions due to fatigue from graduate school life. In addition, they were experiencing a lack of social flow due to compulsory participation in activities, the burden of authority such as professors and seniors, and a lack of understanding of other majors. Third, social flow competency grew through learning together, and in the process of mutual learning, research topics were expanded and research capabilities improved, experiencing positive changes in shared growth. Through these research results, in order to build an flow environment within the learning community, it was suggested that additional support for graduate student learning and education environments based on positive emotional experiences for self-prosperity and pleasure to learn and practice independently is needed.