This paper describes the process by which Dallas County Community College District (Texas) developed and operationalized a student typology for assessing student outcomes. The purpose of the typology is to assist in identifying at risk students and increasing their chances of academic success while simultaneously allowing for the diversity of student goals, needs, and abilities found at a community college. After a discussion of the institutional context of the creation of the typology, there is a brief description of the typology itself which is based on the two key variables of initial course load and stated intention (e.g., degree, job related, personal interest) and its use as a success model, including the formulation of success indicators dependent on student classification, and its use in outcomes assessment. The paper also deals with the conceptual and organizational challenges which must be met in order for the typology to become a useful tool in improving student outcomes. (GLR)