Continued professional learning is a consistent focus of attention for the field of student affairs within higher education. Yet, very little research has been conducted on the factors that influence the motivation of student affairs professionals to pursue continued professional learning, especially professionals within community colleges. This study utilized a quantitative research design to examine the physical and psychological factors of the work environment that can influence a community college student affairs professional's motivation to pursue continued professional learning. Through the theoretical lens of Lewin's Field Theory and Eccles' Expectancy-Value Theory, I designed a 58-item survey (N = 41) that measured both the physical (institution orientation, institution policy, supervisor support, and coworker support) and psychological (expectancy, value, cost) factors within the work environment. Analysis of the survey results suggest that the institution's orientation toward continued professional development has the strongest relationship with a student affairs professional's motivation to pursue continued professional development. Secondary factors include supervisor support and expectancy, or an individual's self-efficacy towards learning. Both showed to have moderately strong relationships to plans to participate in continued professional learning. [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.]