This descriptive case study investigates how full-time community college curriculum faculty members perceive and navigate professional development in their community college. Community college faculty teach nearly two-thirds of all undergraduate students in the United States and have a significant impact on the success of their students. Cultural-Historical Activity Theory (CHAT) is the theoretical framework for this study, analyzing faculty professional development as an activity within a system. The study was guided by three research questions: 1) How do community college curriculum faculty members frame and describe their activities for professional development in support of their teaching roles? 2) How do community college curriculum faculty members frame and describe their needs for professional development in support of their teaching roles? 3) How do community college curriculum faculty members frame and describe their context as it shapes, supports, or impedes professional development in support of their teaching roles? Data collection strategies included 12 semi-structured interviews with full-time community college curriculum faculty members and document and landscape analysis. Two key findings emerged from the data. First, community college faculty define and contextualize excellent teaching through their experience, which in many cases differs from how they think their institutions define it. Second, community college faculty professional development is focused primarily on systemwide priorities as a response to external federal, state, and accreditation pressures. This study's findings suggest that organizational structure and dynamic impacts how community college faculty professionally develop their teaching practice, highlighting tensions in the community college that leaves faculty feeling like their needs are secondary to institutional effectiveness. [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.]