Adjunct faculty now represent a numerical majority in most U.S. colleges and universities. This dynamic is also present within many Schools of Social Work. Research gaps remain regarding the worklife experiences of adjunct faculty and their risk for burnout. Specific to social work, little is known about the specific role of adjunct field faculty, or those responsible for teaching within the field curriculum and assisting students throughout their field placement experiences. This study used the Clark and Estes' gap analysis framework to evaluate the knowledge, motivation, and organizational barriers and strengths which influence the worklife experiences of adjunct field faculty in a large School of Social Work. The study design included literature review, surveys, and semi-structured interviews. Specifically, the Maslach Burnout Inventory (MBI-ES) and Areas of Worklife Survey (AWS) were administered to assess the experience of burnout and evaluate organizational risk areas. Adjunct field faculty who participated in this study demonstrated strong metacognitive knowledge and were self-aware regarding occupational strengths and challenges. Organizational risk factors were most significant and included receiving mixed messages regarding work-life balance and receiving minimal feedback regarding work performance. Overall, participants reported minimal burnout and a consistently high sense of personal accomplishment. Recommendations for organizational practice, program evaluation, and future research are included. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]