Using the experiences of Rockland Community College (RCC) as examples, this paper suggests a number of successful cognitive and affective strategies for the educationally disadvantaged in community colleges, focusing on those which are competency based, cost effective and retention sensitive. First, trends in developmental/remedial education are reviewed, including the increasing emphasis on accountability and the maintenance of academic standards. Next, the paper explains RCC's College Skills Model for the delivery of remedial/developmental services, which includes an integrated, holistic, competency-based curriculum; assessment and advisement; homogeneity of groups based on skill levels; individualized instruction and learning contracts; a range of multi-media systems; formal support counseling groups; referral counseling; and tutoring. Next, the paper considers staff members' roles in RCC's College Skills Model, and looks at staff development efforts, especially those related to the introduction of computer-assisted instruction. The next section of the paper looks at the relationship between organizational structures and the remedial/developmental program, describing the effects of organizational changes in the areas of assessment and counseling. The final section stresses the importance of articulation and effective communication between remedial/developmental staff and other personnel in the institution. (LAL)