The mid-1990s saw the initial establishment of one-stop delivery systems, a collaboration of work force development entities in which a facility serves as a single-point-of-access, a place where individuals seeking employment and employers seeking employees may receive needed assistance. Some community colleges, because of their comprehensive mission to address community building through economic and workforce development, elected to voluntarily enter into the one-stop delivery system collaboration. To better understand the role of the community college collaborative agent in the development of one-stop delivery systems, a case study was designed and conducted. The perspectives of collaborative agents, community college leaders, and one-stop collaborative partners were examined to better understand what it means to be a community college collaborative agent, how community college collaborative agents balance the mission and interests of the college and those of the partners, and how they facilitate or inhibit the process of maintaining commitment for the collaboration. The study was designed to explore the characteristics of an effective community college collaborative agent and issues related to where the collaborative agent is physically housed. As federal and state policy encourages an increased level of participation of community colleges in one-stop delivery systems, colleges need to make decisions regarding the level of resources to commit to the one-stop centers. This may involve assessing the value of having a collaborative agent physically located at the one-stop center. If a decision is made to have the collaborative agent present, adequate support and communication structures are needed to keep him/her linked to and engaged with the college. If the choice is to not have a collaborative agent on-site, communication structures and support are needed to link the collaborative agent to the purpose and interests of the one-stop delivery system. Community colleges need to assess their mission and interests in light of federal and state policies that require colleges' engagement in community collaboration. To opt for a comprehensive mission with limited resources means making choices among competing program priorities such as expanded academic offerings, student access, and generating enrollments versus providing community services that may or may not generate enrollments. For college personnel representing the college in community outreach, understanding the mission and the college leadership's priorities is critical to the fulfillment of their role in fostering an effective collaboration.