In the last thirty years, there has been a significant increase in the number of adjunct faculty delivering postsecondary education at community colleges (Jacoby, 2006). Multiple studies have evaluated the impact of part-time faculty on student learning outcomes, but findings have varied. This action research study utilized a phenomenological approach to investigate the hiring practices and subsequent assimilation into the institutional culture of adjunct faculty. Data included an anonymous survey, interviews, and focus groups of adjunct English instructors in a community college, and provided insight into newly hired adjuncts' perspectives of the interview process, teaching assignments, assigned mentors, accessibility to institutional resources, and support from both full-time faculty and the institution. The data suggest that adjustments to the hiring process, specifically timely inclusion of additional crucial information, a more ambitious criteria for assigning mentors, and the construction of a website prioritizing adjunct faculty, would likely improve their subsequent experience at the college. [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.]