This paper reviews the student-centered cluster college concept of organization employed at Oakton Community College (Illinois) and compares this approach to traditional organization by academic department or division. The advantages offered by the division structure include intradisciplinary interchange among teachers, coordinated budget building, student counseling for majors, specialized facilities, curriculum coordination, and "peer" faculty evaluation. But such a structure has major disadvantages, including uneven size, pressure groups, insularity, hindrance of interdisciplinary teaching strategies, and higher costs. The cluster concept results in lowered administrative costs, achievement of new levels of interpersonal relations by removal of artificial barriers, effective coping with rapid institutional change, student benefits derived from competing cluster offerings, and the positioning of important student services near students, rather than in remote centralized facilities. The cluster concept at Oakton, while unquestionably presenting many challenges, has proven to be efficacious and consistent with the philosophy of the college, which holds that the student is the prime factor in the educational mission of the college. (JDS)