A profile of the community college student demands that teachers tailor their teaching styles to a changing student enrollment in recognition of variations in the language learning processes to be anticipated. A consideration of the highlights of the enrollment trends and the changes in the student profile at the main and extension campuses of Delaware County Community College in Media, Pennsylvania and an examination of two different language learning processes, can offer information that will be transferable and helpful to teachers in other community colleges. For the past five years, the enrollment at the extension campuses of Delaware County Community College has continued to increase, and presently 12% of the total enrollment is registered at off-campus sites. Since 53% attend the Collingdale center, and since the center's enrollment increased by 41.9% over the past year, attention to that particular profile mandates the consideration of the learning styles of a very different student. On the main campus, more than half (54%) of the students are under 24 years of age; at the Collingdale center the 25-45 age group makes up the same percentage of the enrollment. 72% of the students at the satellite campus are female, as opposed to a more balanced ratio of 57% female / 43% male on the main campus. More Collingdale students work full time (65%) than those at the main campus (44%). Although a higher percentage at Collingdale indicated being married (35%) than the group at the main campus (21%), it is apparent that the single-student category at Collingdale includes a much greater representation of single parents than on the main campus. (This suggests a need for preparation for a new job or the improvement of skills for employme t.) More than 59% of these students are new and indicate a plan to pursue an Associate Degree. Some characteristics that evolve from these statistics are important considerations for the foreign language teacher. Many students are new, female, slightly older than the traditional student, employed on a full time basis and determined to continue their education. The foreign language teacher must realize that a second language will not be acquired but rather, learned by this student. Younger students may have the ability to internalize linguisti skills without conscious focusing on linguistic forms. (Research does validate stages within the acquired system.) The age of the language student in the community college suggests that the majority of adults have switched to the language learning process. For this student, a conscious process is involved and skills are developed as a result of either formal learning situations or self-study programs. Although some students in this age group may give evidence of limited ability to acquire language, most will demonstrate the ability to learn the language. The formal learning situation is characterized by the presentation of artificial linguistic environments that introduce single, new grammatical aspects, rule isolation, and feedback or error correction. The mode will be learned rather than acquired in the community college class but since the individual differences and combination of the modes do exist, *Articles for this section may be sent to Professor Carmen Salazar, Dept. of Foreign Languages, Los Angeles Valley College, Van Nuys, California 91401. Maximum length is 15 double-spaced pages. Please send a typed original and a copy for each paper submitted, and include a self-addressed envelope and loose stamps to cover return mailing of the manuscript.