The purpose of this qualitative case study was to explore administrator perceptions regarding career and technical education (CTE) adjunct instructor support and to determine best support practices for CTE adjunct instructors. Five career and technical education sites were chosen because of the school district's size. Six participants who supervised adjuncts were selected to reflect a variety of administrative job titles. Data collection included interviews, observations, documents, and artifacts. Four themes emerged from the data: administrator-adjunct relationship, hiring practices, growth opportunities, and evaluation for improvement. This study contributes to current research by relating how the administrator views the various supports they are able to provide to the adjunct. CTE administrators can use the findings to understand the most cost-effective and best practices of adjunct support, such as observation, student surveys, and supportive feedback. Administrators can use the findings to understand adjunct relational necessities to develop and maintain a healthy school culture and climate. Additionally, recommendations for future research are discussed. [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.]