This article reports on a qualitative, interpretive case study examining how trustees, administrators, faculty members, and staff members at a rural community college understand their institution's accountability environment. Data analysis and interpretation established that participants conceptualized institutional accountability as dialogic, involving ongoing communication with state authorities, employers, students, high schools, and universities about the formal and informal expectations assigned to the college. In addition, participants' understandings of accountability were shaped by their specific roles and responsibilities within the institution. The study's findings suggest the need for further research on how local institutional contexts influence institutional responses to accountability expectations.