The four articles in this issue of Removing Vestiges reflect on institutional, curricular, and classroom approaches to freshman orientation. This issue provides examples of ways institutions meet the needs of their students. The first and last articles involve institutional orientation. Vrondelia Chandler, in "Preparing Community College Minority Programming To Serve an Urban Campus: Perceptions of the Needs of African American Students," takes the reader through a process of student services assessment. The last article, by Richard Gilliland and Mary-Margaret Simpson, entitled "Creating a Diversity Management Plan at Your Community College," provides a blueprint for making diversity a fundamental element of the college's mission. Grace Kannady's article, "Multicultural Instruction: The Teacher as the Most Transformed Learner," examines how an instructor can be transformed to serve new students by implementing a multicultural curriculum, and how such a transformation can benefit both the student and the professor. Irving Pressley McPhail and Christine Johnson McPhail, in "Transforming Classroom Practice for African American Learners: Implications for the Learning Paradigm," explore a culturally-tailored pedagogy. They have found that African American students are taught more effectively when the instructor adapts to learning styles shared by many African Americans. Each article contains references. (VWC)