As instructors we are so busy teaching our classes, grading papers, and preparing lectures and assignments that we have little time to get together with colleagues to share our thoughts about the joys and frustrations of teaching. As we pass each other in the halls on the way to class, we have only a moment to express a greeting of “hello, how’s it going?” Along came an opportunity in the form of the Student Success Workshop to get together with colleagues and learn from each other by discussing what works and what doesn’t work and why. We were able to alleviate the fear that we are alone in experiencing certain problems with students which inhibit their success in our classrooms. We were able to put our collective minds together to generate solutions. The Student Success Workshop was of great value to me as an instructor in many ways. For example, I learned how to integrate study skills into the curriculum as well as how important modeling is in the form of giving specific examples of what we expect. Gerry Lewin gave us invaluable insights as to how students learn and the different learning styles they use. Her point of exposing students to our thinking as we instruct was something that seems obvious, and yet I had not really considered how important it is. The vast array of information Gerry provided us on teaching reading comprehension and helping students structure writing assignments was also very useful, especially since many of our students hope to transfer to a UC where they face extensive writing assignments and volumes of reading material. In the workshop we discussed and reviewed interactive instructional techniques as alternatives to the standard lecture. Using these techniques actively engages students and enhances their thinking skills. Another valuable insight was the importance of using structural tools such as outlines and graphic organizers for helping students learn content. Barbara Lindemann did an excellent job of conducting the workshop, and Jerry Pike was very helpful in augmenting our knowledge and giving us suggestions. Since our greatest challenge as community college instructors is trying to teach students with a wide range of abilities, levels of preparedness, and motivation, the workshop has given me more tools and ideas to deal with this situation. I have learned how to enhance student success. I recommend the continuation of these workshops, not only for faculty new to community college teaching, but also for experienced teachers such as myself who want to reach out to students and improve their instruction. Marcy Moore Sociology