Study information was collected through a questionnaire-interview of community college administrators. This research identifies those 11 community colleges that are coordinating programs for incarcerated adults and determines the types of correctional institutions being serviced and the distances these are from the sponsoring community colleges. The extent that community colleges expanded programs for correctional clients between the inception of the program in 1968 and the end of 1975 is examined as are the resulting administrative changes. Demographic composition of the inmate population and the instructional staff is reported. A survey of community college practices and trends in correctional client program instruction, implementation, evaluation, and goal setting identifies the scope of noninstitutional services provided by community colleges, assesses the use of advisory committees, and probes the obstacles to successful operation of community college inmate programs. Specific areas of study include determining the extent of control that community colleges have over correctional client attrition. (A continuous problem in education correctional programs is one of class absences due to institutional procedures, including transfers, disciplinary requirements, and conferences with lawyers). Additional obstacles to successful program operation include the distance between the community colleges and the correctional institutions, poor facilities at the institution, and the negative attitudes and philosophy not only of society, but also in the goals and procedures of correctional personnel. Recommendations include implementing equal educational opportunities for both female and male inmates, expanding the program to additional correctional institutions (especially local jails), and instituting class terms of three to eight weeks. Remedial and developmental classes and social education courses designed to assist with adjustment to confinement, personal growth and the ability to cope are needed. Additional recommendations include implementing health and recreation education, and inmate suggested courses; evaluating client potential in vocational programs; and expanding non-instructional services such as counseling and library facilities. Moreover, additional funding is needed to supplement existing State programs and to develop modular college courses to be offered in all correctional facilities. Chapter footnotes, tabular data, survey instruments, and 70 references are appended.