This paper reviews the major features of learning-centered community colleges that offer educational programs and experiences for learners, based on individual need. By citing some exemplary learning colleges, the author examines the concepts and ideas of learning-centered colleges in teaching English as a Second Language (ESL) programs. An emphasis is given to the environment, learning goals, performance and feedback, and rubrics as successful learning tools in teaching ESL in the colleges. ESL instructors are encouraged to transform the learning culture from teacher centered to student centered environments.