Community colleges are major players in addressing educational and workforce development needs nationwide, educating 43% of all undergraduate students in the United States (American Association of Community Colleges, 2010). In addition, with a mission of access and affordability, these two-year institutions are emerging at the forefront of policy discussions as evidenced by President Obama’s American Graduation Initiative, a proposal to graduate five million additional students by 2020. While community colleges have historically provided access, their completion rates are now called into question. The National Center for Education Statistics (2010) reports that only 20% of public two-year college students complete a certificate or associate degree within 150% of normal time to graduation. There are many justified criticisms of this student success metric, but many in the sector acknowledge that more must be done to graduate students. Thus, institutions are emphasizing student success perhaps more than at any other time in their history. Many community colleges may welcome research collaborators to expand their capacity, which will in effect build on their knowledge using existing data. Morest and Jenkins (2007) find that approximately half of the surveyed community colleges have no more than one full-timeequivalent institutional research (IR) staff member, and most available IR capacity is spent on state and federal compliance reporting, data collection for accreditation, and the generation of internal reports. Few institutions employ sophisticated research methods for program improvement. With limited resources in many two-year institutions for research and evaluation, there is an opportunity for university faculty to work with community college leaders as they use existing data to understand barriers to and facilitators of student success.