Colleges increasingly rely on the Web to attract, inform, and interact with students. This makes Web site accessibility and usability critical concerns, particularly for public community colleges, which educate sizable numbers of students with disabilities. As committed providers of postsecondary education to students with disabilities and thus a link to better employment opportunities, community colleges need Web sites that are accessible to students with disabilities and, not incidentally, user-friendly for all. Web-based technology can open or close doors to students with disabilities; admissions applications, financial aid information, schedules, class assignments, bursar bills, and the like are typically posted on the Web. Inaccessible Web sites can pose significant barriers to people who are visually impaired or deaf or have learning disabilities. Sites that fail to meet accessibility guidelines increase the potential for inadvertent discrimination against these students. This article presents a research conducted by the Employment and Disability Institute at Cornell University on Web site accessibility and usability, with a focus on community colleges and students with disabilities. The research involved evaluating 30 community college Web sites against federal Web accessibility standards using four methods: (1) automated (software-based) Section 508 evaluation; (2) manual Section 508 evaluation; (3) target group usability testing; and (4) simulated target group usability testing. All four evaluation techniques found that community college Web sites fared poorly in both accessibility and usability. However, many of the issues could be addressed without significant effort. In addition, 885 public and private two-year colleges were surveyed about their use of the Web and knowledge of access issues. (Contains 1 figure.)