The introduction of baccalaureate degree programming and credentialing expands the mission and may lead to the alteration of the institutional identity of the community college. This study examines baccalaureate-degree granting community colleges through the lenses of both globalization theory and institutional theory, in a multisite, two-nation investigation. In addressing potential outcomes of baccalaureate-degree-granting status for community colleges, this study questions whether the institution can maintain its traditional role.