For several years now, the Old Dominion University community college leadership research team has been examining academic affairs and student affairs outcomes on community college student success. College student professionals on two-year campuses most typically provide a wide variety of supports and interventions across campus, in settings that include classrooms, study lounges, and orientations as well as in their offices and through traditional student affairs programming. The author's experiences illustrate the well-established role community colleges play in American higher education: to provide learning and development opportunities for an incredibly diverse range of constituents. But what does the research suggest to us about how college professionals who work on these campuses can help their students reach successful outcomes? The authors identified a set of three potentially important factors: knowing the population with whom you are working, catching students when they arrive, and reaching students in their classes. The authors believe that by following these guidelines, educators should be able to implement programming with the potential to support our learners' achievements, promote their academic performance, and help them accomplish their goals.