The purpose of this study is to explore the programmatic changes that occurred in the Educational Opportunity Centers (EOC) and how those changes influenced educational opportunities for adults. A case study design was used for this investigation. The directors of three EOCs were selected and interviewed for the study. These directors combined have more than 60 years of experience directing an EOC. This study looked at changes that occurred in the policies, regulations and legislation that governed EOC between 1998 and 2008. Qualitative techniques were used to collect data from the three directors via interviews. Each participant was interviewed via audio digital recorder to ensure the accurate recording of all responses.

An analysis of the data revealed that EOC directors perceived that the changes that occurred impacted the way their programs recruited participants and provided services to participants. Three themes emerged from this study: The uniqueness of EOC; Policy, legislation and regulation changes and; Incompatibility between policy and practice. The change that was most noted was the implementation of a “college ready” definition by ED (U.S. Department of Education) that caused some of the participants to change the way they recruited by targeting populations that fit the college ready definition. Other participants continued to provide services to other populations that they felt were more in need of the services than those who met the college-ready definition. This practice resulted in a disconnect between the writers of the policy and those who implement the policies.