Increasingly, educators are being challenged to find meaningful ways to meet the needs of nontraditional college students. A transdisciplinary model is useful in meeting these needs, in that it focuses on the individual and is characterized by a sharing of information and skills across traditional disciplinary boundaries. This model was conceived when others, such as the unidisciplinary, intradisciplinary, multidisciplinary, and interdisciplinary models, failed to accomplish their purpose. El Paso Community College, which serves a number of nontraditional students, has incorporated two transdisciplinary programs. The Faculty Mentoring Program assists students not so much with course content as with the learning and coping skills that they will need throughout their academic career. The faculty selected are those with both low attrition rates for high-risk courses and extensive teaching and counseling experience. The English as a Second Language (ESL) Credit Program offers students the benefit of learning English through courses designed by three different disciplines: ESL, Reading, and Speech. ESL students are required to enroll in three co-requisite courses at each skill level (two ESL and one Reading) and are advised to take a Speech course as well. Although neither program has been been evaluated, both have received positive responses from students and faculty and show promise for reaching nontraditional students. Additional information on the two programs is appended. (AJL)