Since their inception in the early 60s community colleges have been touted for their ability to provide access to underserved and underprepared students across the nation. Dwindling resources and competing interests increasingly challenge the open door policy. Today, colleges must provide programs that not only provide access, but also provide success for the developmental students they serve. Furthermore, those successes must be documented so that others can learn from them. This article describes how the Community College of Baltimore County (CCBS) in Maryland responded to these challenges by offering a unique instructional program. This program extends the already powerful best practice of learning communities to a model that provides targeted assistance to developmental learners. It also provides professional development for faculty members--all at the same time. The results of this program have been impressive. Student performance, which has been tracked for 3 years, shows that developmental learners in these communities have performed at rates comparable--or sometimes even above--levels of nondevelopmental learners in terms of grades and retention. This project has shown the institution that developmental students can succeed when they are integrated into credit courses, and when the right support is provided.