The employment of part-time faculty (PTF) continues to ensue debate among educators, policymakers, and state officials. Recent debate has focused on the impact of employment of PTF on student outcomes, but misses a critical element--the experiences of part-time faculty. This study explores community college PTF members' perceptions of their roles and expectations, along with their perceptions of the institutional environment. Offering insight into the lived experiences of part-time faculty--as they are critical to the ongoing practices of community colleges--this study informs discussion of faculty identity development. Drawing on PTF typology research, as well as theories of faculty role performance and achievement, faculty socialization, and faculty identity, this instrumental case study explored the experiences of 12 PTF at a North Carolina community college. Classroom observations and document analysis were used to triangulate primary data yielding four key findings: (1) PTF come to understand what it means to be a faculty member largely as a result of graduate school experiences, as well as interactions with community college faculty and department-heads; (2) PTF perceive themselves as educators as opposed to adjunct or PTF; (3) When discussed as adjunct faculty, PTF view their roles as less than those of full-time faculty; and (4) PTF list professional development, personal aspirations, and faculty/department-head interactions as factors that facilitate role performance, and note lack of pay/reward structures, lack of training and orientation, lack of resources, and lack of acknowledgment as factors which hinder role fulfillment. [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.]