This research provides an analysis of the perceptions of existing and desired institutional goal priorities at the multi-campus, single-unit, Des Moines Area Community College (DMACC). The purpose of this study was to determine the degree of similarities and differences both between and within key constituent groups--faculty, students, administrators, and trustees--regarding the importance of goal statements from the Community College Goals Inventory (CCGI), developed by the Educational Testing Service (ETS);An one-way analysis of variance (ANOVA) and t-test from the SPSSx statistical computer package was employed to determine the difference between the constituent groups and campuses. When statistically significant differences were observed, at p = <.05, the Scheffe test was performed as a post hoc analysis to identify where differences existed;The resultant findings were consistent with previous research in the field of community college goals studies: (1) all respondent groups reached greater agreement on preferred goals than they did on current ones; and (2) there was a high level of consensus among all the survey groups concerning the highest and lowest current and preferred goals. A high degree of agreement was found concerning the goals Vocational/Technical Preparation and General Education as being highly important. Humanism/Altruism, Social Criticism, and Cultural/Aesthetic Awareness were considered the least important goals. Overall differences among group views of current importance were moderate but significant for the goal areas of Counseling and Advising, Student Services, General Education, Community Services, Faculty/Staff Development, College Community, Accessibility; Effective Management, Student Services, and Intellectual Environment. For preferred importance, overall differences were significant for five goal areas: Faculty/Staff Development, College Community, Effective Management, and Accountability.