To increase understanding about community college faculty members and an appreciation of what they do, the authors of this monograph focus on five major topics. "A Profile of Community College Faculty" relies on data from the various iterations of the National Survey of Postsecondary Faculty and other sources to paint a demographic profile of today's community college faculty, both full time and part time. "Faculty Work in the Context of the Community College" discusses the extent of their participation in the three traditional faculty roles of teaching, research, and service, given the parameters of community college missions and students. A discussion of literature about professional development is included, as it is a means to help faculty in their institutional roles. This chapter also looks at the job satisfaction of community college faculty and the likelihood of their leaving the institution. "Dimensions of the Community College Faculty Career" includes a review of the literature on salient dimensions of the faculty career, including career paths to becoming a full-time community college faculty member and career paths once at the community college, taking into consideration tenure, promotion, and salary. "Institutional Factors Affecting Community College Faculty Work Life" focuses on the role of faculty institutional associations and unions in governance, and departmental organization. "Looking to the Future: The Status of Community College Teaching as a Profession" includes a discussion of the concepts of professions and professionalization, reviews perspectives on whether community college teaching is a profession, and speculates about the effects on a professionalized faculty of selected emerging issues facing the community college. "A Fresh Look at Community College Faculty" presents examples of university professors' discourse about the community college to illustrate how it casts the institution as marginalized and thus its faculty members as marginalized members of the professoriate. Given recent developments in community college curricular offerings, the authors question the appropriateness of this discourse. They then indicate challenges in understanding community college faculty members and suggest some areas of research that would increase their knowledge about these individuals. A final chapter includes several conclusions they have drawn about community college faculty, based on the existing literature. (Contains 1 note.)