When colleges turned to online learning, they opened the door for a number of students who might have only dreamed of pursuing a degree or credential. In 2006, the Kentucky Community and Technical College System (KCTCS) surveyed prospective adult students without a college degree and discovered that they were three times more likely to enroll in an entirely online college course than they were to attend a traditional in-person class. These responses made it clear that a desire to attend college is not enough to initiate enrollment. The primary barriers between prospective adult students and college courses are life's routine challenges, including transportation, family obligations, and financial resources. With this in mind, KCTCS created a delivery model, called Learn on Demand, that offers college courses at any time of day and year and that students can attend from anywhere. This online, competency-based model increases college completion rates and affordability while reducing time to completion. This article describes the distinguishing characteristics of Learn on Demand, including its history, student selection of a start date, self-pacing, modularization, competency-based assessment, 24/7 student-support services, and enhanced quality-control processes. The development of Learn on Demand incorporates several important tenets of college leadership: Articulate a compelling vision, focus on value for both the student and the institution, include input from constituents at all levels of the organization, recognize the importance of continuous quality improvement, and acknowledge that innovation takes time. Learn on Demand demonstrates the success that derives from applying these principles.