This dissertation reports on the trend toward an increased emphasis on learning in two-year colleges. The author reviewed the mission statements and current resource development plans of the 106 California community colleges. More than one-third stated that being a learning-centered college was part of their mission, vision, or goals. The study asked how those colleges are preparing their faculty, staff, and administrators to achieve this goal. Six colleges were selected for qualitative case studies, and 40 structured interviews were conducted with administrators, faculty, and staff. Questions included the following: (1) How has the college defined the concept or goal of a learning college? (2) What activities has the college undertaken to achieve this goal? (3) What are the skills the faculty and staff need in order to achieve this goal? and (4) What activities have been provided to specifically prepare faculty, staff, and administrators to be members of a learning college? The paper discusses the research findings within the context of Senge's learning organization model. Based on responses, the author found that defining terms, and therefore concepts, was critical. Many teachers felt they have always been in a learning environment, but defining it as such can suggest their role is inconsequential. Research instrument appended. The research instrument is appended. (Contains 200 references.) (NB)