Eight placement systems currently used in selected California community colleges are described in this paper. Following introductory comments on the variety and complexity of placement systems used in community colleges, issues related to English placement examinations are highlighted. Next, the eight placement models are described, focusing, with some variations, on faculty involvement, testing schedules, test format, the English courses in which students are placed, and particular issues brought to light by the unique characteristics of the placement systems. The models utilize standardized, college-developed, or teacher-developed instruments; employ multiple-choice tests and/or writing samples; and demonstrate a variety of levels of faculty participation. (LAL)