This report describes the efforts of Mount St. Mary's College (California) to extend the benefits of a strong, traditional baccalaureate program to an underserved population of women in an urban region, including substantial numbers of minority and first-generation college students. To help realize its service mission and increase access to students from the college's inner-city community, the college opened its Doheny Campus in South Central Los Angeles in 1962. As increasing numbers of women from inner-city schools began arriving underprepared for college-level work, the college established the Alternative Access program in 1984 to help Doheny students achieve high educational standards and persist to graduation. The hallmarks of the college's other educational innovations--multicultural multicultural education, service learning, leadership, and assessment--have their foundations in the college's "whole student" approach. Further, the college's programs are not limited to learning support; through applied service learning activities and co-curricular experiences, students are not only given an opportunity to relate theory with practice but also to make contributions to their own communities. The most tangible reason for student success, however, is the faculty's commitment to their students--to teaching, learning, and continual inquiry and improvement. Mount St. Mary's College stresses, up front, the roles of teachers and mentor to current and prospective faculty. Institutional statistics and a list of milestones on the school's path to reform are included. (MAB)