Discussing an increased emphasis on accountability and assessment of student learning in the Illinois community colleges, this paper reviews efforts by two community colleges to improve student learning on their campuses. Following an overview of the literature addressing the paradigm shift at community colleges from teaching- to learning-centered institutions, the development of Illinois' system for accountability in learning is discussed and accountability requirements are examined for Illinois colleges to achieve accreditation through the North Central Association (NCA). Next, responses are discussed from interviews conducted with 16 administrators and faculty at two rural Illinois community colleges regarding their perceptions of progress made to improve student learning. Reviews are also provided of the following documents obtained from the two colleges: the mission statement, continuous quality improvement goal statements, strategic long-range plans, program reviews, and NCA-approved assessment plans. Finally, the following conclusions are presented: (1) the project found evidence, statewide, of a trend toward greater accountability; (2) staff interviewed at both of the colleges indicated a greater attention to student learning currently than in the past, with one college focusing on outcomes assessment and documenting student learning and the other focusing on adopting a learner-centered focus; and (3) although student learning appeared to be receiving more attention, a complete paradigm shift has not yet been achieved. Contains 41 references. (TGI)