The COVID-19 pandemic led to an unprecedented adoption of online learning in community colleges. On one hand, online learning increases access and offers students flexibility and convenience. On the other hand, existing research illustrates online courses increase achievement and equity gaps. Hence, this article contends that online learning in community colleges, as practiced, represents an access-equity dualism which the author argues is an extension of the contradictory college paradigm. In addition to detailing the access-equity dualism of community college online learning, the goal of the article is to inform decision making among community college stakeholders interested in building the next generation of accessible and equitable community college online courses and programs.