Many community college students are entering college-level courses underprepared for the critical literacy and critical thinking skills required to be successful in discipline courses (Tsui, 2002). Discipline faculty are considered experts in their content area and are often not trained in pedagogy and literacy instruction, yet they are faced with meeting the multiple literacy needs of their students while still maintaining high content-focused expectations within their courses. This phenomenological pilot study investigated community college discipline faculty's perceptions and performance regarding their role as literacy educators within their disciplines. The findings provide insight for faculty development programs and indicate areas for future research.