This article utilized a bounded qualitative meta-study framework to examine the 214 dissertations listed by title only in Volume 31 of the "Community College Journal of Research and Practice" ("CCJRP"). Complete abstracts for these dissertations from 2004-2005 were obtained via Proquest Digital Database. The following was the overarching research question for this study: What can we learn from the examination of these listed doctoral dissertations that focus on community and junior college issues? This study concludes by providing five major areas of recommendation that bridge the findings to practice and future research. The authors suggest that existing dissertations--as well as future dissertations--continue to be examined utilizing a similar multifocused framework as a way to improve the knowledge base, inform practice, and guide future research agendas for community and junior college key stakeholders. (Contains 2 tables.)