This qualitative case study aims to better understand the institutional impacts of implementing Competency-Based Education (CBE) at a large, multi-campus community college through the perspectives of college staff and administration and non-academic units. Recent United States Presidential Administrations have put community colleges at the forefront to support and meet the workforce demands asking higher education to think differently in developing our nation's human capital. Many U.S. employers believe candidates they hire with college degrees do not meet their job qualifications and lack the essential skills needed to perform the job. This single case study used Systems Thinking as the theoretical framework to understand how Central Plains Community College can support the implementation of CBE throughout the institution, beyond the active faculty and curriculum. The study focused on the effects on individuals and their work within student services, the registrar, the financial aid office, scheduling, human resources, the business office, and other departments around the college. The five themes that resulted from this study are: Defining the Vision, The Messiness of Moving from the Vision to Practicality, the Workload Changes, Leveraging External Support Systems and Stakeholders, and Administration Must Be Willing to invest. Applying the systems thinking framework to the study's findings further highlights how implementing CBE impacts most departments within the college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]