Community colleges serve as crucial gateways to social and economic prosperity for millions of Americans, providing opportunities for career stability and social advancement. The success of this educational pathway hinges on the seamless alignment of a college's mission and goals, creating an environment conducive to faculty excellence in collaborative activities with close and prolonged interpersonal interactions. This qualitative study utilized a descriptive phenomenological approach to investigate faculty team cohesion and effectiveness within a Quality Enhancement Plan (QEP) designed to deliver student learning outcomes. The research was conducted at a large college in Florida and involved nine faculty participants. Positive participant responses underscored mutual respect and effective collaboration among colleagues. While acknowledging favorable aspects of administrative involvement and professionalism in meetings, the study highlighted negative elements, including a gradual decline in mutual respect over time and task assignments based on seniority. The study emphasizes the importance of administrative engagement in establishing clear deadlines for optimal team effectiveness. Despite occasional reports of favoritism, faculty demonstrated collaboration and accountability when aligned with learning outcomes. Positive team dynamics and collaboration with the administration were crucial for upholding a democratic decision-making process. Regarding team effectiveness, participants identified challenges, including a lack of goal alignment and inconsistencies in academic programming, leading to occasional "heated arguments." Future research could explore strategies to enhance goal alignment and address inconsistencies for improved overall effectiveness in community college settings. In addition, researchers should explore the impact of task assignment strategies on team dynamics and productivity. [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.]