Since their initial development in the early 1900s, and their rapid growth in the 1960s, community colleges have had a history of shifting focuses and programming, retooling academic offerings, and otherwise altering their behavior to meet the ever-changing needs of their communities. Despite this defining characteristic as a sector of change, not every shift in institutional behavior has been met with approval. One such hotly debated expansion that is quickly spreading through the sector is the community college baccalaureate (CCB). This article briefly outlines the (mis)perceptions surrounding the community college baccalaureate landscape before providing an update on the rapidly growing body of research exploring the impact of CCBs on student access, institutional behavior, and workforce development. The article concludes with implications for practice and policy.