Recent research and literature on community college presidents indicate a common personality profile (i.e., they are hearty, frank, decisive, leaders, usually good at reasoning and public speaking, and often more positive and confident than their experience warrants). In addition, common problems characterize the work of college presidents (e.g., constraints on presidential discretion, problems of assessing performance, and no consensus on the purpose of higher education). In the 1960's, the community college president typically had no training in the community college at the university level; very little experience with the community colleges; and little training and experience in handling today's concerns. These presidents did not readily or willingly get involved with institutional advancement because competition for students was not too heavy; public funding was adequate if not overwhelming; public relations activity was considered to be self-serving; fund raising was something only private schools did; and the presidents were very uneasy in the role of fund raiser. The current community college president has no option but to become involved in institutional advancement. The image and philosophy of the community college has changed, and the new image and expanded philosophy need to be promoted in the community. The president is now the point person in all areas of institutional advancement, providing the commitment which makes things happen. (JMC)