The current increase in demand for post-secondary educators, coupled with other labor issues, is exasperating faculty shortages. Noting a gap within current research, it was not known how intrinsic and extrinsic job characteristics influence commitment of full and part-time faculty. Therefore, the purpose of this qualitative case study was to explore how intrinsic and extrinsic job motivation characteristics influence commitment of full and part-time faculty within a rural community college setting in New Mexico. Using Herzberg's et al. Two Factor Theory and Meyer and Allen's three component conceptualization of employee commitment, the researcher asked how intrinsic and extrinsic job characteristics influenced employee commitment for full and part-time rural community college faculty. Recruited with convenience sampling, 42 full- and part-time faculty completed an online survey, which included demographic questions. Thirteen participants completed a one-on-one interview and 9 participants completed one of two focus groups. Data analysis revealed 10 themes related research questions. Overall, meaningful student interactions, quality of life, community and campus connections, and compensation all influence faculty commitment. Although, not in direct alignment with Herzberg's et al. Two Factor Theory, this study identified job characteristics that influence employee commitment. Higher education administrators can use these results to implement commitment strategies. It is recommended that future research collect quantitative data and that future research focus on a multi campus community college. [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.]