The interaction with, accountability for, and inclusion of part-time instructors is a growing concern of higher education. The increase and development of virtual classrooms, online courses, and other transformative technologies have also impacted this particular phenomenon. As students become more focused on a customized education that fits their lives, it is evident that the traditional form of lecture in the classroom as the primary source of teaching will continue to evolve and change. This new normal of how education is delivered and taught in higher education institutions of today leads to the primary question of this study, which is who is and who will be teaching. According to the American Federation of Teachers, as cited in Charlier and Williams (2011), it is estimated that part-time instructors account for more than 68% of the professoriate teaching in the country's community colleges. Based on their perceived role and value incurred by their institutions, it is clear that this segment of faculty will continue to be significant contributors or detractors to the core mission of their institutions. The purpose of this study was to gain insight into the perceptions of part-time and fulltime faculty members at Gadsden State Community College regarding the inclusion or exclusion of this growing population of educators. Utilizing an online survey instrument, the study will provide a framework of practices and strategies with the potential to bring about a higher level of involvement and job satisfaction for part-time faculty. [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.]