The purpose of this dissertation in practice study was to describe the engagement levels and challenges of faculty teaching at-risk students to better understand support strategies that may enhance the classroom experience for students and instructors. The aim of this study was to create a set of guidelines for community colleges to foster engagement among faculty who teach at-risk students. Institutions could use the guidelines in an effort to increase retention by supporting faculty teaching at-risk students to reach their graduation goal. Phenomenological qualitative research methodologies were used in this study, which included 17 interviews with faculty that teach at-risk college students. The participants also completed the Utrecht Work Engagement Scale, and scores ranged from 27 to 54. Six themes were identified: the term at-risk student needs to be expanded; teaching at-risk students is difficult; the lack of college preparedness of at-risk students is staggering; faculty expectations of at-risk students are based on their personal experiences in education; faculty need support; and empathy is critical for success in the classroom. The themes lead to four guidelines that can assist faculty in promoting increased student retention: faculty need support in a variety of ways, educator training opportunities should focus on teaching practices, and administrators should recognize faculty strengths and limitations in helping at-risk students. Open lines of communication are also needed to foster collaboration between faculty and support staff. [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.]