This dissertation explored the experiences of 16 new full-time community college faculty as they learned to understand and meet their work expectations. Informed by the literature on the preparation of future faculty and the dimensions of full-time community college faculty work, this qualitative study narrowed in on the experiences of new faculty at one multi-campus community college on the east coast of the United States. Purposive sampling was used to identify new full-time faculty at the community college. Once identified, interested participants engaged in an individual interview, a qualitative survey, and a focus group as part of the data collection. Additionally, documents pertaining to faculty evaluation procedures and metrics were collected and analyzed. Using thematic analysis, a picture of how new faculty come to know their faculty role responsibilities and the professional development they need to fulfill those responsibilities emerged. The findings from this study indicate that new faculty come to their roles with existing expectations, seek out interpretations from institutional members, and discover latent work expectations. Additionally, the findings also demonstrate the ways in which new faculty actively participate in shaping their work expectations. The implications for community college faculty, leaders, and scholars are discussed in the final chapter of this dissertation. [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.]