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Community colleges traditionally have been a nexus for transitions to and from the workforce. This article examines horizontal and vertical workforce transitions and how a global economy and the need to train new subpopulations of future workers will cause community colleges to approach their roles in workforce training differently. There are too little hard data at present to guide either practice or policy for new realities. The authors recommend that community colleges address these critical information shortages by documenting both the inputs and outcomes of programs and activities that facilitate horizontal and vertical workforce transitions.