Although the role of the student development professional has changed along with the mission of the community colleges, the models providing a theoretical framework for the profession have remained relatively unchanged. In 1937, the American Council on Education published a statement which declared that student development professionals were to facilitate the intellectual, personal, social, and moral development of the student. A number of theoretical models have since evolved. In 1972, a Human Development Facilitator Model was proposed that presented the student personnel worker as committed to positive human development and as possessing the skills and expertise needed to implement programs for the realization of human potential. Another model, the Maintenance Model, reduced the student development function to an unintegrated set of services available through various offices of the college. In 1975, the American College Personnel Association released a position paper which emphasized the intentional and systematic use of adult development theories in carrying out assigned functions, such as skill and attitude development and the integration of learning experiences. In 1986, the League for Innovation in the Community College reaffirmed the principles of student development established in previous years and recommended minimum requirements for assuring student success. Challenges expected to influence the student development profession in the coming decade include the quality reformation, educational technology, financial constraints, changes in institutional mission, and enrollment management. These challenges will required the development of innovative strategies and practices to address future needs. (JMC)