A single qualitative case study design was used to determine the opinions of administrators and faculty from a community college that is considered to be transitioning to a learning-centered college. The researcher conducted the case study to describe, explain, and evaluate the phenomenon. The researcher also recorded facilitators or roadblocks identified during the transition process. As a result, a model was used to help produce an auditing procedure that identified the progress, perceptions, and status of the community college as it transitioned to become a learning-centered college. Interviews of administrators and faculty, a survey of all full-time faculty, and document reviews of the college were the primary means of collecting the data for the audit process. The research on the learning-centered college was conducted to find out what it is that notable writers say a learning college does and what the writers say learner-centered instruction is and what actions faculty and students take to make the college more learning-centered. The specific questions and statements used for interview and survey purposes were derived from information gathered from research on the topic. The writings of O'Banion (1997), Tagg (2003), Fink (2003), and Senge (1990) contributed to the concepts and components identified with learning-centered colleges. Also, Fink (2003), Tagg (2003) and Weimer (2002) contributed to the concepts and components identified with learner-centered instruction. Other research authors' works were consulted, but these were the major contributors.