This article examines the emergence of high school-to-college transition models, referred to as academic pathways, that regard community colleges as a primary partner for higher learning. It explores three academic pathways that deliberately partner secondary schools with community colleges. They are dual credit and dual enrollment, tech prep and related career pathway models, and middle and early college high schools. Relative to these academic pathways, the article presents evidence of scope, as indicated by the number of programs and student enrollments, and research results documenting student outcomes. Implications of these results for wider implementation of academic pathway models by community colleges conclude the article. (Contains 2 tables.)