The nation has made an unprecedented investment in community colleges to simultaneously increase college completion and stimulate economic recovery. One of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (U.S.DOL). Beginning October 2011, the TAACCCT program was intended to support the efforts of community colleges to develop training programs and build their capacity to innovate (United States Department of Labor, 2011). The Transformative Change Initiative (TCI) recognized the potential importance of TAACCCT to enhance community colleges' ability to better serve all students. Through professional development, research, evaluation and networking, TCI invited these colleges to share what they were learning and ways in which they were changing their policies and practices with the goal of improving student outcomes. TCI collaborated with 24 consortia to publish Strategies for Transformative Change briefs that describe specific strategies that each consortium implemented. Looking across these briefs, a number of key topical areas under which the grant-funded innovations (strategies) could be organized, including partnerships, career pathways, and intrusive student support, were identified. How the consortia engaged in capacity building to accomplish their goals was examined. How did TCI think of capacity building? Thinking went beyond the question of short-term changes and a focus on compliance to long-term change that has the potential to improve performance while sustaining access. Evidence that changes were accompanied by data and other indications that colleges were focusing on activities that would allow them to create structures and processes to engage in deep and collective capacity building necessary to sustain change were looked at (Sharratt & Fullan, 2013; Kezar, 2014). This brief is one in a series that focuses on the capacity building of three TAACCCT funded consortia engaged in expanding student support services to retain students to completion of their academic programs and providing the support necessary to help them transition to employment. While the colleges used various methods to change existing structures and practices related to student support, there were similarities in their approach to building capacity.