This research study aimed to describe the perceptions of faculty regarding teaching students who experienced anxiety and depressive disorders at one rural North Carolina community college. Through a qualitative case study approach, this study revealed the experiences of faculty, representing a variety of disciplines and who teach a diverse population of community college students, including traditional, non-traditional, and dual-enrolled students, about instructional practices related to teaching students with depression and anxiety. Mental health literacy was defined as a person's knowledge and beliefs about mental illness, awareness of warning signs of mental distress, attitudes toward reducing mental health stigma, and knowledge of resources and treatment for mental distress (Crowe et al., 2018). Three themes were identified after an analysis of data: Lack of Professional Development Related to Student Mental Health, Increase Mental Health Promotion and More Visibility for Campus Resources, and Barriers to Faculty Involvement When Faced with Serving Students with Mental Health Challenges. As community college faculty seek opportunities to identify, support, and provide referral services to students who suffer from anxiety and depressive disorders, this study also served to reveal the support structures available to faculty during challenging conversations with students who experience barriers due to their mental health. [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.]