Community colleges are under constant pressure to increase participatory governance and gather data for accountability and accreditation. Campus climate surveys can provide valuable information for these purposes. This study examined the experience of one college in moving to a more participatory form of governance with the aid of periodic climate surveys and various change strategies. After administering the Personal Assessment of College Environment (PACE) in 1999 to determine the existing campus climate, a North Carolina community college introduced a number of change strategies. It then measured the progress of these strategies with periodic administrations of the same instrument. Findings, which were also used for accreditation purposes, indicated significant progress toward a participatory governance model.In the heady early days of the community college movement, presidents had to make decisions quickly and without much consultation in order to establish and organize these new institutions. They were sometimes seen as heavy-handed autocrats with little or no consideration for the input of faculty and staff (Vaughan & Weisman, 1998, p. 5). As community colleges have matured, becoming more complex and