This in-depth study sought to identify effective programs for disadvantaged students through the use of student and faculty questionnaires. The shortage of evaluative research and criteria of effectiveness preclude making a qualitative judgment on the relative success of the programs or offering a model program. The commonest program is the series or block of remedial courses with many variations. Another approach provides special services such as tutoring, extra counseling, free lunches, free transportation, legal aid, financial help, or part-time employment. A third method involves complete revision of grading, probation, retention, tracking, disqualification, registration, prerequisite, and other policies. (This method frequently improves the climate of the whole school and its near-invisibility is preferable to overt labeling.) Combinations of these three systems are widely used, along with special programs and courses to meet local needs (e.g., African studies). This report lists advantages and disadvantages of the various methods. Colleges are also examining such special aids as learning laboratories and are seeking qualified staff from minority groups. Student responses revealed more similarities than differences among them, a pervasive money problem, lack of study time, the degree of correspondence of expectation with reality, a general approval of the institution, etc. Eight recommendations are offered to the Board of Governors of California Community Colleges and 20 suggestions for the colleges themselves. (HH)