In addition to experiencing the generic quality and cost problems faced by all colleges and universities, community colleges face problems particular to their student populations. They need to design more flexible schedules for working adult students, create a greater sense of community or engagement for commuting students, address the special needs of English-as-second-language students, and serve at-risk students more effectively. The Program in Course Redesign has shown how information technology and asynchronous learning strategies can be used to address these challenges when combined with proven pedagogies, and do so while reducing instructional costs. To illustrate the impact of redesign on at-risk and nontraditional students, the author presents brief case studies of redesign projects conducted by six institutions: (1) the University of New Mexico; (2) the University of Idaho; (3) Rio Salado College; (4) Tallahassee Community College; (5) Florida Gulf Coast University; and (6) Indiana University-Purdue University at Indianapolis. The six institutions reduced their course costs on average by 35 percent, with a range of 20 percent to 42 percent. Their successes are easily transferable to community colleges throughout the country.