This mixed-method study explored the alignment of expected student learning outcomes (SLOs) and expected student entrance skills, as stated within "course outlines of record" (CORs), for basic skills courses in one California community college district. Researchers evaluated consistencies and discrepancies in course alignment. There were some occasional redundancies and gaps in skills across some course sequences. Still, the overall data suggested that across the majority of course sequences, expected SLOs and entrance skills align well between sequential courses and with the culminating college-level courses. These patterns of alignment within the basic skills curricula at this community college represent a well-conceived and logical progression of learning for students, which supports the "scaffolding" concept used as a theoretical foundation of this study. When actual enrollment patterns for students were examined, the intentional alignment of courses was not necessarily honored by students' enrollment behavior. This finding suggests that faculty planning of course sequencing is not fully supported by institutional practice. To ensure that faculty intended course sequencing is not disregarded, the researchers offer recommendations for the entire system of community colleges to consider, rather than individual institutions. As such, this study puts forward a five-step ALIGN-model for community colleges to follow in order to integrate the basic skills curriculum that supports student learning and success in college.