In a survey of the 106 California Community Colleges, it was found that over 75% operated formal programs for the learning disabled, while an additional 12% provided informal services for their LD student population. Though diversity existed among the college LD programs surveyed, a consistency of process and practice was evident. Most colleges provided similar means for the identification and diagnosis of potential LD students and in the support services delivered. More specifically, LD programming similarities were demonstrated in intake interviewing, referral procedure and agencies, assessment tools, personnel, counseling, and availability of a learning center. Based on the model provided by the California Community Colleges, these recommendations are made for adoption by others who wish to implement LD programming at the post-secondary level: (a) a defined identification and assessment approach, IEP development, and delivery system; (b) collection of assessment data on all students that measures discrepancy; (c) appropriate, valid, and reliable assessment instruments; id) lEPs that indicate assessment data, discrepancy, needs, goals, and programming methodology; (e) a multidisciplinary team approach to assessment, IEP development, and delivery systems; (f) consistent data reporting methods securely maintained; (g) confidentiality of material; and (h) in-service programming.