Gould JS, et al. - Through a qualitative exploratory study, researchers determined the obstacles and facilitators in order to implement the Group Appointments in Primary Care (GAP) intervention within a primary care setting, with an emphasis on patient experience. Four themes that encompassed individuals’ experiences included: education (ie, learning with professionals and learning with one another), social support (ie, general interests and common issues), setting (ie, ease of location and ease of conversation), and impact (ie, expectations met, and empowerment achieved). The GAP intervention enhanced individuals’ self-reported diabetes knowledge and self-management skills. Therefore, it was concluded that accessible community centers, not primary care offices, were the optimal locations for GAP; the constant leadership of the primary care physician was acknowledged by individuals and the content associated to exercise and a healthy diet were observed as influential in nature. Furthermore, learning was accomplished through content presented by clinical experts, and by type 2 diabetes mellitus experts with lived experience—the GAP peers. Thus, the significant role of group learning was reflected via the findings.