Competency-based education (CBE) is widely viewed as an innovative alternative to traditional higher education, yet most programs serve only a narrow slice of the postsecondary population. Few are intended for adults who need to boost basic skills in order to succeed in college coursework. However, if designed with the needs of a broader range of learners in mind, CBE could be an important piece of the national movement to increase educational access, equity, and credential attainment. This series recommends specific features likely to help more underprepared students in CBE settings master college-ready skills, persist in their postsecondary studies, and ultimately earn credentials. This paper focuses on the design elements necessary for effective entry; it examines current intake, placement, and orientation activities in both CBE and community college programs, and highlights the most promising practices. Fusing the best of both program types, it offers recommendations for designing entry to a CBE model shaped specifically for underprepared learners. Contains endnotes.