Taft College's Supplemental Instructional program deviates from the traditional model by serving basic skills students as well students in general education and transfer-level courses. The program has worked to provide community college students with additional support and to facilitate self-advocacy and student success. The program was designed around key features of existing supplemental instruction programs-with one glaring exception: in keeping with the mission of a community college, the program serves basic skills students. The program recently conducted an internal evaluation that revealed a mixed picture. Descpite the rapidly growing number of students who utilize the program and various indicators of their success, issues of student confidentiality, faculty autonomy, and campus-wide participation need to be addressed. Although the evaluation did not tell the we story hoped for, it acted as a necessary catalyst for the difficult but promising road ahead.