The purpose of this ethnographic study was to better understand the nature of student-faculty interactions particularly between Latino/a students and part-time non-tenure track faculty (NTTF) in an urban community college. A qualitative methodology provided an exploratory approach that used classroom observation and interviewing techniques to examine part-time NTTF working conditions as an important factor that may affect the academic progression of Latino/a students. Social learning theory (SLT), and a psychosociocultural (PSC) model were used as integrated frameworks to examine sociocultural factors that may affect classroom experiences for Latino/a students and the nature of student-faculty interactions. Observations within three introductory gatekeeper math courses and ongoing interviews with 3 part-time NTTF and 11 Latino/a students permitted a better understanding of the culture in which student-faculty relationships are formed. Among a host of important findings, this study found that some student-faculty interactions mattered greatly as they created a social bridge that encouraged a collective learning culture where students became further engaged in classroom experiences, academic discourse, and the relevancy of math in their future educational endeavors. However, part-time working conditions adversely affected classroom experiences, which also hindered student-faculty interactions. The study concludes with implications for practice that addresses how the current adjunct employment model as designed creates barriers for NTTF to perform at optimal levels and help Latino/a students meet their academic goals. [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.]