Policymakers commonly assert that Broad Access Institutions (BAIs) cannot be "all things to all people" when cutting their funding. BAIs were founded with comprehensive missions to generate postsecondary access through low barriers for admission and affordable tuition and promote student-centeredness through institutional foci on students, learning, and teaching. This study evaluated how adequately funding models across states in the Western Interstate Commission for Higher Education (WICHE) region account for the student-centeredness, regional service, and postsecondary access missions of BAIs. The study used a critical emancipatory theoretical framework to examine state funding models, which conceptualizes policy implementation as an act of power that allocates harm or benefits to people depending on their social status. Content analysis was used to understand how funding models maintain differentiated postsecondary systems that acknowledge BAIs as a unique institutional type, and policy discourse analysis was used to understand how state funding models discursively constructed and produced the BAI mission. Findings significantly showed how the potential and academic experiences of BAI students are structured by state funding, with states inadequately acknowledging their missions. The upward mobility, affordability, and regional wellbeing BAIs generate is striking given the funding disparities they face. The study further exposed how state funding models may be narrowing the comprehensive mission of BAIs to their postsecondary and workforce development roles, which carries implications for the students and communities they serve.