This capstone research focuses on adjunct faculty satisfaction from the faculty and administrator perspectives. This study examines the current state of adjunct faculty satisfaction at a large South Carolina technical college. The purpose of this research is to determine which institutional supports and resources adjunct faculty and college administrators perceive as important and the extent to which they are currently being provided. Four quantitative questions and one qualitative research question were developed. Data were collected and analyzed using a one-way ANOVA procedure for the quantitative questions and a qualitative focus group framework for the qualitative question. There were three significant one-way ANOVAs from the analysis of the survey data for the four quantitative questions. Difference scores calculated between the importance of and availability of 12 different institutional supports and resources were found to be statistically significant for the institutional support variable of adjunct supervision and evaluation between different adjunct faculty program categories. Among the college administrator survey responses, statistically significant difference scores were found for the institutional supports of adjunct initial and ongoing mentoring services between different administrator roles. Based on survey and focus group results, best practice recommendations are offered to increase adjunct faculty satisfaction and performance in higher education settings, including community and technical colleges. [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.]