As universities respond to rapid changes in course delivery methods, economic shortfalls, and a re-examination of who their students are, continuing education (CE) units find themselves with an opportunity to influence significantly the direction of the response. Continuing education has long led the way in reaching out to previously unserved or underserved learners and meeting their distinct needs through innovative scheduling and formats, including distance education, as well as separate processes for registration, fee payment, advising, and other student services. In this article, the authors discuss their experiences in CE units at large public institutions where nontraditional or distance students are seen as square pegs that must fit into the round holes of campus procedures. They describe how continuing educators can provide leadership by demonstrating how the on-campus and off-campus core academic values result in a "one-size-fits-all" model for both.