The purpose of this article is to identify key ways in which program review provides information and documentation demonstrating that a community college is effective. This is accomplished through both the program review process (the means by which reviews are conducted) and the product (program review reports and supporting evidence). The various purposes of program review are discussed in the context of how they support institutional effectiveness. Several program review models are described: a standardized model, a free-form model, a model based on external evaluation and self-studies, outside expert reviews, and a mixed model. Similarities and differences in reviews for instructional and noninstructional departments are observed. The article concludes with a discussion of guiding principles for program reviews and the linkage with institutional effectiveness.