The "library-college" philosophy conceives of a library as a total educational resource, that (1) fully uses media and instructional aids; (2) stresses independent study; (3) encourages teachers and librarians to share instructional and bibliographic duties; and (4) aids students in achieving competency in reading, speaking, and critical thinking. There is disagreement in the literature over the viability of the library-college concept, however, with several writers maintaining that any student with learning disabilities cannot utilize independent study techniques, and that the professions of teacher and librarian should remain distinct and specialized rather than integrated. A case study approach was used at Long Beach City College (LBCC) to evaluate the library-college program initiated there. LBCC, a two-year community college offering vocational and Associate of Arts degrees, merged four departments, the library, Media Services, Learning Centers, and Basic Adult Education, into the Learning Resources Division. All media are actively used and early studies indicate that students seem to benefit from this coordinated approach. Although librarians spend an increasing amount of time teaching, teachers and librarians do not share functional duties. Independent study is not stressed in the program as LBCC students are believed to require a more structured learning environment. (DR)