A challenge that community colleges continue to face is how to strengthen the education they provide in ways that lead to increased college completion and equity in student outcomes. Information gleaned from the Center's survey research and student focus groups over nearly two decades has produced the awareness that substantial improvement in these areas cannot be attained through small-scale strategies or interventions, but only through fundamental redesign of students' educational experiences. In 2015, the American Association of Community Colleges (AACC), along with the Center and other organizations, launched a formal project to help community colleges design and implement guided pathways. The group selected 30 colleges from 17 states to participate in intensive guided pathways work, much of which was conducted through a series of pathways institutes. In 2017, as part of the original AACC Pathways Project, the Pathways Collaborative developed a framework for implementing guided pathways. The framework included four pillars of pathways implementation for colleges. Of the four pillars of guided pathways, the least amount of progress has been made with Pillar 4 (ensure students are learning). Pillar 4 asks that faculty (full-time and part-time) be fully engaged in the pathways mission--and in turn, use their classrooms to engage students in the process. The importance of bringing all faculty along on the guided pathways journey is illustrated in the "Teaching and Learning Within a Guided Pathways Framework" playbook, containing survey results collected from over 7,000 community college faculty members across the country. When faculty--full-time and part-time--are aware that their college is implementing guided pathways, their perceptions about their students and their own behaviors reflect higher levels of engagement. [For the Methodology Supplement, see ED610566.]