Limited health literacy is a national public health problem contributing to adverse health outcomes and increasing healthcare costs. Both health and educational systems are intervention points for improvement; however, there is paucity in empirical research regarding the role of educational systems. This needs assessment study explored health literacy practices in college health centers. Guided by the diffusion of innovation theory, the research questions examined institutional commitment, awareness of national recommendations, and current health literacy practices in college health centers. A cross-sectional survey design was employed and a single-staged sample of college health professionals was chosen for their expertise in program development and consistency in student advocacy. The survey was posted electronically and frequencies were subsequently analyzed for associations of institutional characteristics and health literacy innovations. Findings indicated that while educational systems were obliged to advance health literacy, few college health professionals were aware of national best-practice guidelines; also, a limited number of institutions demonstrated commitment to health/wellness. Recommendations include an intentional institutional advancement of health literacy so that community college students become competent and responsible healthcare consumers. This study contributes to social change by guiding the efforts of health professionals in educational systems to advance health literacy, therefore improving health outcomes and alleviating some of the fiscal burden. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]