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Despite the growing popularity of WBL, the community college and workforce development fields need greater transparency and clarity on the design of these programs to broaden workforce pathways, ensure the transferability of exemplary program models, and support the advancement of equitable outcomes for all students, especially learners from historically underserved and underprivileged backgrounds. In this report, we highlight case studies of emerging program models across the United States to understand the motivation, goals, and design of paid WBL opportunities available at two-year colleges. This report outlines four recommendations for community college leaders and state policymakers. Findings from this study have important implications for state policymakers and college stakeholders in career services, academic advising, and workforce development.