Thoughtful, well-planned and systematic reviews of both instructional and noninstructional programs provide community colleges with a way of determining whether programs are meeting stated objectives and what standards of performance should be maintained. Programs that need improvement or should be eliminated can be identified, and fiscal accountability can be achieved. Program reviews generally have qualitative and quantitative components. The quantitative component utilizes the types of numerical data that are collected and reported to state agencies (e.g., student enrollment, weekly student contact hours, percentage of students completing the program, numbers of degrees granted, and numbers of students transferring to four-year institutions). In gathering qualitative data, students, faculty, advisory committee members and other members of the college community who have knowledge of or experience with a program are asked to share their perceptions and judgments. Quantitative and qualitative components are integrated into an institution's overall plan for program review in various ways, ranging from heavily qualitative to heavily quantitative. Three program review models representing different places on this continuum are Michigan's Program Review in Occupational Education, which is highly qualitative; the statewide program review process used by the Maryland comunity college system which stands on the quantitative side of the continuum; and Pasadena City College's and Foothill College's highly quantitative review models. (UCM)