This research study investigated the experiences of community college leaders using the guided pathways model to increase student retention. As a conceptual framework, the study utilized Tinto's integration theory of student dropout behavior. While previous research has focused on understanding the guided pathways processes and stakeholders' perspectives, including faculty, advisors, and students, this research aimed at exploring leaders' beliefs, attitudes, and perceptions about planning, developing, and implementing this college-wide approach for retention reform. The purpose of the study was to contribute knowledge to the growing understanding of leaders' perspectives on using holistic models to increase student retention, degree completion, and goal attainment. A qualitative research methodology with a basic interpretative research design was used to guide the research. During semi-structured interviews, the researcher collected data related to academic leaders' challenges, opportunities, organizational and cultural shifts, change management strategies, and best practices with integrating the guided pathways model into an institution of higher education. The target population encompassed chief academic officers, vice presidents, provosts, deans, directors, and other senior executives at community colleges in the northeast region of the U.S. The study sample was composed of 12 participants, each having direct experiences with using the guided pathways model in the community college setting. The researcher used the thematic analysis method to conduct pattern identification, analysis, and interpretation of the data, using NVivo (Release 1.7.1) to group the results into the following themes: (a) resources and funding, (b) organizational transformation (c) cultural shifts with faculty, staff, and students, (d) curriculum revitalization, (e) student advisement, (f) student-centered approach, (g) contingency planning, and (h) success or best practices. The findings answered the research question by providing a robust leadership view on the integration of the guided pathways model into the community college setting. Participants revealed that the use of the guided pathways model had positive effects on student retention. Participants also revealed that this long-term strategy for transforming the entire institution was a labor-intensive commitment; completed with minimal or no additional funding or resources; introduced academic and career pathways; recognized improvements in academic planning, course scheduling, and advising; served as the catalyst for cultural and social change; and promoted a collaborative and student-centered approach to success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]