Community colleges are institutions that provide access to higher education to anyone with a high school diploma or GED (Kim & Dolan, 2015). The student body is highly diverse and may not be prepared for academic coursework (Cohen et al., 2014). These challenges may be supplemented through embedding services directly into college courses. The focus of this study is specifically on embedding librarians in undergraduate courses that have a research component. For students that have been out of school for a while, or just struggled with research while in high school, an embedded librarian might be a resource that aids in student success. In order to understand what motivates a faculty member to embed, or not embed, a librarian in their courses, I conducted an exploratory qualitative case study at a single institution in the southeastern United States. Interviews were conducted with nine full-time faculty members from this institution. They reflected a variety of campuses, departments, and faculty static levels. I then utilized In Vivo coding for first cycle coding and focused coding for second cycle coding. As a result of the study, I found some common understanding of roles and tasks that embedded librarians can have in college courses; however, I also discovered some underlying emotional reactions to embedding that ranged from excitement to worry. It seems that there is some room for development when explaining what embedded librarians should do, and what embedded librarians should not do. Much of this knowledge comes about through relationships development, and ongoing communication, between the embedded librarian and the 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.]