The purpose of this qualitative case study was to identify the critical factors of professional instruction that positively influence employee engagement. The setting for this study was a 7,500-student, two-year college and career training institutional district that is located in the midwestern region of the United States. The research sample for this study included 20 members of the district's executive cabinet, who are members of the District A Institutional Executive Professional Learning Community. The theoretical model utilized to guide this study includes the Organizational Theory, the Adult Learning Theory, the Academic Plan Model. Data collection activities included individual interviews with members of the District A Institutional Executive Professional Learning Community and a review of existing data in the form of District A Organizational Learning Specialist Instructional Reports. Data analysis included descriptive coding and the creation of appropriate response themes that represent participant descriptions of professional instructional factors that positively influence employee engagement. 17 emergent themes were identified as action-based professional instructional procedures that positively influence employee engagement. Each of the emergent themes were further analyzed and identified as critical factors that positively influence employee engagement. The critical factors are Informatics, Reinforcement, Resourcing, and Transferability. In addition to the critical factors, particular key experiential indications provided further context regarding the relationship between professional instruction, professional practice, and employee engagement. [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.]