In Texas, employing more adjunct faculty has helped meet staffing demands as community college enrollment has increased. However, training and retaining these part-time employees has created a unique challenge as adjunct faculty have less opportunities and motivation to participate in professional development (PD). Applying Vygotsky's sociocultural theory and Herzberg's two-factor theory to frame the study, the researcher used an explanatory mixed-methods research design to investigate the perceived value of PD among both adjunct faculty and their administrators at a community college in southeast Texas. Additionally, the researcher sought to identify the barriers to participate in PD and the predominant motivational factors for adjunct faculty to participate in and implement PD. Key quantitative results included significant differences in how PD programming is viewed between adjunct faculty and their administrators. Additional findings identify a significant difference in the value of PD between the two groups. Qualitative findings document the identification of barriers and the motivational factors relevant to attending PD from perspectives of both adjunct faculty and their administrators. Data analysis surrounding implementation of PD found that mentoring and collaboration are needed to help motivate adjunct faculty through the process of implementing PD. Theoretical implications from this study align with Vygotsky's sociocultural theory in which learning occurs through a social environment, motivating adjunct faculty to both attend and implement PD. The findings from the quantitative data support Herzberg's two-factor theory that factors such as achievement, recognition, and advancement motivate adjunct faculty to attend PD, while the qualitative data contradicts this, stating that maintenance factors such as job security, pay, and benefits motivate adjunct faculty to attend PD. Practical implications include the need to offer PD that is specifically tailored to adjunct faculty ensuring that PD has value. Growth opportunities and job advancement should be considered as the quantitative data revealed that these two factors contributed to motivating adjunct faculty to attend PD. Additionally transactional gains should be examined as the qualitative data found that some form of transaction motivates adjunct faculty to attend and implement PD. [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.]