Over seventy percent of teaching faculty in America's higher education system is done by contingent faculty or adjunct faculty. Contingent faculty could be part-time faculty, non-tenure track teaching positions or their better-known name adjuncts. Articles are written about the mounting concern for the use of adjunct faculty to teach our students, but that concern is not coming from the institutions of higher education. Adjuncts make up the same seventy percent of teaching faculty positions at community colleges. This research has added to the existing body of knowledge on the topic of adjunct faculty motivation, this phenomenology study has allowed the researcher to delve into adjunct faculty motivations, their experiences, and gather information through individual, semi-structured interviews. This phenomenological study has researched what motivates adjuncts to continue to teach at a Northeastern community college. The results showed that a majority of the adjunct faculty are motivated by intrinsic factors and the college could make a few small changes to have a greater impact on their adjuncts motivation to continue to teach at their college. A motivated faculty is one of the best ways to connect with students, attract new students and retain the students in your school. [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.]