The purpose of this study was to assess Building Communities' goals as these goals relate to Virginia community colleges. Fifty-nine deans and 98 division chair persons were asked whether a goal had been implemented--existing status--and whether a goal should be implemented--preferred status. Fifty-three deans and 84 chair people returned usable questionnaires. Chi Square Tests of Independence (p<.05) were used to compare deans' and chair persons' responses on existing and preferred goal status. Chi Square Goodness of Fit Tests (p<.05) were used to examine the relationship of existing goal status to preferred goal status. Deans and chair people agreed on the existing status of 32 of the 38 goal statements. Deans and chair people share the same beliefs on the existing status of a vast majority of goal statements. However, significant differences were identified between deans and chair people regarding the existing status of (1) outreaching to disadvantaged students, (2)outreaching to different adult populations, (3) renewing faculty, (4) insuring that full-time faculty teach the majority of credit-bearing courses, (5) using computer technology to integrate educational and administrative applications, and (6) placing ill-prepared students in developmental education programs. Deans were more likely than chair people to view the six goals that lacked agreement as having been implemented. Deans and chair people agreed on the preferred status of 36 of the 38 goal statements. Deans and chair people share the same vision as to the preferred status for a majority of goal statements. However, significant differences were identified between deans and chair people regarding the preferred status of (1) setting aside two percent of the instructional budget for professional development and (2) limiting the unrestrained expansion of part-time faculty. Chair people were more likely than deans to support the use of the two goals that lacked agreement. Statistically significant differences were identified between the existing status and preferred status of (1) the student goal area as viewed by deans, (2) the faculty goal area as viewed by chair persons, (3) the instruction goal area as viewed by both deans and chairpersons, and (4) the curriculum goal area as viewed by both deans and chair people. / Ed. D.