The purpose of this qualitative descriptive study was to explore how contingent graphic design faculty in the US describe and interpret knowledge applications and real-world experiences from their accumulated conceptual repertoire in the execution of the classroom environment. Data was collected from 12 one-on-one semi-structured interviews and 16 qualitative questionnaires by individuals who belonged to a university and college design association in the United States. Two research questions; (a) how contingent graphic design faculty describe and interpret knowledge applications from their accumulated conceptual repertoire in the execution of the classroom environment and (b) how do contingent graphic design faculty describe and interpret real-world experiences from their accumulated conceptual repertoire in the execution of the classroom environment guided this study. Cognitive flexibility theory was the theoretical foundation applied to this study. A qualitative descriptive study was selected to gather descriptions of instructor experiences in their own words. Coding was performed using MAXQDA and thematic analysis was employed to produce themes. Three themes emerged from analysis, "Ongoing Self-Supported Knowledge Development, Teaching Strategies Development, and Give advice from personal experience." This study contributes value to contingent faculty discussions, specific to the discipline of graphic design. Results of this study may be of benefit to university administrators and leaders interested in developing resources and supports for this type of faculty member. [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.]