This is the second article in a three-part series on reimagining the community college student experience, describing a new model for academic pathways, key design principles, examples from colleges leading the way, and implementation challenges. Community colleges are beginning to embrace the task of reimagining students' educational experiences. The first article of this series describes a new academic and career pathways model for use as a resource in that challenging work. In creating new academic pathways for students, colleges should consider that "whatever the particular practices or programs they integrate into the design," those experiences are likely to be most effective when they incorporate design principles emerging from research and practice. When intentionally implemented, these principles enhance the quality of design and implementation, and should improve prospects for student learning, academic progress, and college completion. The design principles described in this article reflect ongoing work from many sources, including the Center for Community College Student Engagement (CCCSE); the Community College Research Center and the National Center for Postsecondary Research at Teachers College, Columbia University; WestEd; and the John N. Gardner Institute for Excellence in Undergraduate Education. This article discusses the following academic pathway model design principles: (1) Focus attention on ensuring students have a strong start; (2) Incorporate academic and student support into coursework; (3) Combine high expectations with high levels of support; (4) Encourage intensive student engagement; (5) Provide pathways, not mere course sequences; (6) Provide opportunities for learning in context; (7) Allow for acceleration of student progress; (8) Design for scale; and (9) Invest in professional development. Few, if any, institutions have implemented at scale all of the key elements of the new academic pathways model, but several encouraging examples illustrate the effectiveness of certain features and principles. This article profiles a few of these examples--from individual institutions, consortia, and state systems. Many of these initiatives are still in the early stages of implementation. As such, their impact on college completion remains a story largely untold, but eagerly awaited. [For the first article in the series, "Premise and Promise: Developing New Pathways for Community College Students," see EJ1091927.]