Intended for community college administrators, governing boards, and other leaders interested in strengthening their institutions and communities, this monograph chronicles the experiences of five pilot colleges implementing the community-based programming (CBP) model of the Academy for Community College Leadership Advancement, Innovation, and Modeling (ACCLAIM). The first chapter reviews the community-based programming process, indicating that it involves 15 interconnected "processual" tasks that help colleges effect collaboration among community members, leaders, and agencies. The next five chapters detail individual colleges' efforts and experiences in implementing the ACCLAIM model. The second chapter focuses on North Carolina's Guilford Technical Community College, highlighting its use of CBP to improve workforce preparedness in the community. The third chapter discusses the efforts of North Carolina's James Sprunt Community College to address local high adult illiteracy rates and economic development. The fourth chapter examines the involvement of South Carolina's Florence-Darlington Technical College in local water quality issues. The fifth chapter describes efforts by South Carolina's Technical College of the Lowcountry to spur economic development in a local impoverished community. The sixth chapter reviews the experience of Virginia's Paul D. Camp Community College in using the CBP model to address substance abuse. The seventh chapter summarizes the observations and lessons learned from the pilot colleges' experiences. Implementation plans from the colleges and general guidelines on implementing CBP are appended. (BCY)