Today, and historically, the presence of WAC/WID programs in the community college setting remains anemic when compared to Ph.D.-granting institutions. This fact is particularly troubling considering the AAC&U's research on high-impact practices and its correlation with WAC/WID theory and practice. This article empirically investigates the WAC/WID program at one open-access college--Daytona State College--to assess its viability in relation to student success and faculty development in a local context that includes an at-risk and/or historically underserved population. The findings show that students perform better academically in WAC/WID-redesigned courses, as measured by grade performance, regardless of ethnicity. Students also have statistically higher success rates compared to students in non-WAC/WID-redesigned courses. Finally, students qualitatively report having better experiences in those courses. Faculty members in WAC/WID-redesigned courses also experience improvements, most importantly increases in productivity and confidence in designing, implementing, and assessing writing assignments. This article suggests that WAC/WID programs in community colleges can be successful, but that institutional barriers remain.