Despite the increasing popularity of Internet-based distance learning, theoretical developments have just begun to emerge from such notable theorists as Bonk (2001) Garrison (1992), and Moore (1990). In addition, blended learning course models hold great promise for enhancing distance education modes and increasing popularity. However, currently there is a dearth in the existing literature regarding what teaching practices and design processes have resulted from blended learning modes. The gap widens when considering implications in the community college setting. In general, community colleges educate a unique blend of underprepared, diverse, traditional, and non-traditional students (Grubb & Associates, 1999). Community college faculty members are aware of the increasing number of community college students who work full time and attend college part time. This awareness influences their course designs and practice in teaching blended courses. This interactive PowerPoint presentation will review community college faculty members’ experience in teaching and designing blended courses. Attendees will review the themes that emerged from this research and explore faculty motivations, perceptions, and strategies that were used to design their blended courses. Discussion will focus on the conditional contexts in the community college that contribute to these participants’ motivations, guidelines for teaching strategies, professional development, and community college student characteristics. Attendees will discuss a model that was developed to 1) shed new light on blended course design processes 2) provide a systematic approach to the blended design process to be used by faculty development practitioners 3) extend literature on blended course designs from a community college faculty perspective 4) provide a functional model for faculty development personnel to engage faculty in blended course design processes. On a practical note, these findings could enhance an understanding of the implications of the design process for blended courses in other settings including workplace training and k-12 learning environments.