Variation in teaching techniques was examined among instructors based on their status (full-time vs. part-time) and educational level (doctorate vs. nondoctorate). To facilitate this study, a survey instrument was developed and distributed to 400 randomly selected faculty members employed at the two largest institutions, Community Colleges X and Y, locate in a western state. Adjunct instructors focused significantly more on lecture than their full-time colleagues. Full-time instructors, however, placed significantly more emphasis on class discussion/participation, slide/PowerPoint presentation, lab teaching, and distance learning compared to adjunct instructors. Instructors with a doctoral degree focused significantly more on class discussion/participation and distance learning, while focusing significantly less on lectures than instructors with a nondoctoral degree. Recommendations based on survey results included participation in faculty workshops for teaching and learning with technology enhancement, more diversified teaching methods, greater access to multimedia for adjunct instructors, as well as more utilization of multimedia as part of teaching tools for all instructors in order to facilitate and maximize student learning. (Contains 3 tables.)