The purpose of this study is to answer key questions about the structure of certificates and their function in employability and degree attainment in the Washington State Community and Technical College (CTC) System. Specifically, this study addresses the following: (1) Do certificates play a role in helping students progress along career pathways over time? (2) What is the demographic profile of students by type of certificates? (3) How many and what types of certificates are being produced? and (4) What is the earning attainment by type of certificates? Two years of cohorts contained a total of 34,525 unduplicated students (13,880 in 2006-07 and 20,645 in 2011-12). Students were grouped into three distinct completion categories, those who earned degrees and certificates; those who only earned degrees; and those who only earned certificates. Student longitudinal transcript data was analyzed to see if there was a pattern of students moving in and out of the education system along career pathways. Findings suggest that students are not stacking credentials to move in and out of educational pathways. There is not enough guidance given and attention paid to getting community college students in a program and through the first year, even though students often enter college lacking clear goals. If there was better guidance and fewer choices students may move more easily toward degree completion. An increasing number of colleges are working to solve this problem with the creation of the Guided Pathways Initiative, based on three things. First, faculty are creating road maps, which provide students with a clear program sequence. Second, mechanisms are put in place to encourage students to develop clear educational goals. Third, advising and frequent feedback are embedded within the program. Early alerts ensure students are supported before things are too far out of hand (Jenkins & Cho, 2013). A bibliography is included.