High enrollment in developmental education, low completion, transfer, and graduation rates, led to the enactment of P.A. 12-40 (An Act Concerning College Readiness and Completion) by Connecticut policymakers. The purpose of this single case exploratory study with embedded units was to investigate how Connecticut State Colleges and Universities (CSCU) implemented P.A. 12-40 with a focus on the role of faculty as policy implementers. The Concerns-Based Adoption Model (CBAM; Hall, Wallace, & Dossett, 1973) guided this study. Two community colleges in Connecticut with some differing institutional characteristics were selected for this study. Semistructured interviews were conducted with 22 research participants including 4 CSCU state-level administrators, 6 institutional administrators, and 12 faculty who were closely involved in implementing P.A. 12-40. Findings revealed CSCU stakeholders perceived P.A. 12-40 implementation as a bottom-up approach led by faculty. The role of ambiguity in the law and in the implementation instructions, resulted in different curriculum models implemented in both campuses. Faculty played a key role in decision-making through shared governance, and assumed administrative responsibilities in addition to teaching. Factors such as organization, personal interests, and policy ambiguity influenced the role of faculty as policy implementers. There are several implications to this study, one of which is to include faculty in agenda setting and implementation design when making policy in higher education. This study sheds light on future study to include the role of part-time faculty in community college policy implementation. [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.]