This article draws on information from a study conducted in 2007 and 2008 by the Community College Research Center at Columbia University in conjunction with the National Council on Workforce Education and the National Council on Continuing Education and Training (Van Noy and others, 2008). The study used two key sources of data. First, state policies on the funding and regulation of noncredit workforce education were reviewed in all fifty states by interviewing individuals in a variety of state departments with oversight for community colleges or workforce development, or both. Second, case studies of twenty community colleges in ten states were conducted by interviewing key administrative staff at each college. The colleges were selected to reflect innovative practices in noncredit workforce education, as well as a range of institutional sizes, locations, and states. Through noncredit workforce education, community colleges provide a wide range of short-term training. For the colleges in the authors' case study, common noncredit programs included those in allied health, information technology, and business areas and ranged from entry level to more advanced training. To fully understand the current landscape of noncredit workforce education, the authors examine the funding sources, colleges' organizational approaches, and the recorded outcomes that noncredit workforce education generates. The examination of current state and community college practices in noncredit workforce education illuminates some likely future trends. More generally, community college workforce education may face a potentially uncertain future due to changes in employer demand, changes in state support, and the rise of new competitors in for-profit institutions (Jacobs and Dougherty, 2006). However, research indicates that although these issues persist, noncredit workforce education appears to have a strong outlook.