In 2003, the Lumina Foundation for Education assembled several dozen of the nation's leading experts on community colleges. They wanted to discuss raising transfer and graduation rates, particularly those of minority and low-income students, at two-year colleges. They wanted to build a campus-based movement to increase community colleges' graduation and transfer rates and decided to provide financial support to dozens of institutions across the country, creating a network of colleges that could share information with each other and eventually influence nearby colleges. To judge effectiveness, the foundation would closely track students before and after the interventions. While some ideas would fall short, the colleges would know what worked and what did not. The project, which began in 2004, was named "Achieving the Dream: Community Colleges Count," grew from 27 colleges in five states to 58 colleges in nine states. This article describes the research findings of the project. The Achieving the Dream researchers examined the historical data from the 35 colleges participating in the project by 2006 and found that in the fall of 2002, 61% of the students at the those colleges were required to take at least one remedial math course. The project's research also showed that if colleges could get students to complete at least one developmental course in their first semester, they were more likely to stay, and to pass their courses, than any other group of students, including those who did not need remedial work. The success of cooperative learning, a teaching method requiring students to work in small groups for five to 10 minutes in most class periods, is also examined in this article.