Failure to complete is an unfortunately common occurrence in the nation's community colleges, and research demonstrates that not completing a credential is associated with negative student outcomes. In response to these issues, the Guided Pathways institutional redesign reform movement has spread rapidly across the United States over the past several years. To support state systems and leaders in catalyzing this impactful, yet challenging, institutional reform work, this study explores the statewide context in which colleges are engaging in Guided Pathways reform. By examining the relationship between state-level policy levers and postsecondary governance structures and college adoption of Guided Pathways reform, this study will provide valuable information to state systems looking to serve as trailblazers in Guided Pathways implementation, particularly in terms of policy advocacy and the potential impact of their higher education governance structure on student success reforms. Findings indicate that states with performance-based funding policies are more likely to house colleges implementing Guided Pathways. Similarly, a state having a more decentralized, system-based higher education governance structure is a positive predictor for institutional Guided Pathways adoption. State attainment goal policies were not found to be significantly related to Guided Pathways adoption. [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.]