Since the 1947 Truman Commission's recommendation to establish local colleges in communities, the multiple mission community colleges have provided access and affordable education for millions. In the early years of the new millennium, community colleges garnered increased attention as engines of credential completion as the need for a college education came into focus. Broadly known as the completion or the attainment agenda, national efforts driven by philanthropic organizations prompted examination of student progression into and through community colleges. The purpose of this article is to trace the genesis of the completion agenda to the Truman Commission's "Higher Education for Democracy" report, to describe four community college completion initiatives, to make recommendations for leading internal change, and to provide leaders with a framework for initiating and monitoring change to improve student outcomes through use of the Prosci ADKAR change model and the Aspen Institute's Community College Excellence curriculum.