The purpose of this qualitative descriptive study was to focus on the descriptions and roles of community college administrators and faculty who shared their experiences during the planning phases for implementation of Guided Pathways to Success reform in a Southwestern states community college district. The study discerned which GPS model components participants perceived to be important to the success of its student population. The study results consisted of seven participant responses, from five of the ten campuses, 20-item interview protocols (one for administrators and one for faculty) developed by the researcher based on the research questions and GPS model redesign phases. The theoretical framework was based on Kotter's Eight Steps Change Management, along with Guided Pathways Reform. Interviews were conducted with a combination of seven administrators and faculty members representing five of the ten college campuses. Following a thorough review of the interviews, data was organized using the qualitative data analysis software MAXQDA. The quotes were coded into categories, and emerging themes developed. Findings from the data exhibited the redesign of developmental education requirements, college program curriculums, academic advisors/case management duties, graduation rates and creating a seamless FYE (First Year Experience) for students. These findings resulted in my creation of an insightful professional development PowerPoint presentation of a SWOT analysis outlining the themes from the data along with a SWOT pamphlet outlining the strengths, weaknesses, opportunities, and threats. The data's emerging themes addressed the three research questions: for RQ1 the administrators and faculty members thoroughly described their roles in planning and implementing the GPS model with three emerging themes identified; communication, collaboration, and a student's FOI (Field of Interest). In RQ2 the major factors that influenced the redesign of the old Developmental Education protocol with emerging themes of developmental education, student success, and student First Year Experience (FYE) was identified for student retention, success, and increased graduation rates. From RQ3 the major emerging themes were COVID-19 which caused many weaknesses and threats to the initial implementation of the GPS model and the challenges in role identification for academic advisors. In RQ3 the study participants outlined their successes, challenges, and barriers regarding planning and implementing the GPS model which provided rich data and identified the strengths, weaknesses, opportunities, and threats across all eight themes which gave life to the SWOT analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]