As demand for more highly educated workers rises, a growing number of community colleges have expanded their services beyond two-year degree programs and begun conferring baccalaureate degrees. These programs, referred to as Community College Baccalaureate (CCB) programs, have become increasingly prevalent: Prior to 2000, only four states offered CCB programs, but by the end of 2021, 26 states permitted CCB programs, with eight enacted since 2017 (Community College Baccalaureate Association, 2024; Love et al., 2021). Despite the recognized effects of CCB legislation on community college organizational identities, research has not directly addressed the legislative processes pertaining to CCB programs and how policymaking shapes community colleges. As the nature of higher education has become increasingly politicized, and as state involvement in the governance and funding of community colleges has grown nationally, state policymakers' perspectives are critical to understanding the role of community colleges within a state system of higher education. An interpretive policy analysis using a case study approach, this study examines legislative policymaking processes in Arizona, Oregon, and South Carolina--three states that have recently passed CCB legislation. Policymakers in each state constructed unique narratives about common problems with higher education and workforce development that would be addressed through CCB legislation. While policymakers relied on familiar community college attributes when constructing organizational identity narratives, the overwhelming majority elevated community colleges, offering near-universal praise and support to expand their degree programs. Regardless of differences in state context, party affiliation, political ideologies, or knowledge about community colleges, policymakers described community colleges as personally and broadly relevant. The absence of expert knowledge and norms of participation fostered an environment in which community colleges could represent a wide range of political interests and serve as symbolic solutions to large state problems related to higher education affordability and access, state funding for higher education, and workforce development needs. Through legislative discourse, policymakers simplified the complicated organizational identity of community colleges to neatly address diverse, and at times conflicting, values and goals. This study speaks to policymakers' awareness of complex, national problems in higher education and the appeal of simple and low-investment solutions. It also contributes to an understanding of the growing support for CCB programs, state policymaker perspectives on higher education, and the political processes that shape organizational identity. [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.]