For the first time in United States history, five of the six living generations matriculate together through college classrooms. The ever more rapid speed of change in the past 100 years has stimulated each generation's increasingly singular developmental experience resulting in ever expanding "generation gaps." In community colleges, where age-diversity is most prevalent in both the student body and the faculty ranks, this co-mingling generations is impacting teaching and learning in new or more intensive ways than currently recognized or understood. The purpose of this qualitative case study was to investigate, describe and analyze how community college faculty experience the face-to-face multigenerational classrooms. Using Brookfield's (1998) critically reflective practice model as the theoretical framework, the research question is, "How do community college faculty members describe their experience with face-to-face multigenerational community college classrooms?" Qualitative semi-structured interviews with 34 community college faculty in a large network of urban community colleges were conducted, yielding more than 50 hours of data for the study. Four findings where supported by the data. First, faculty are tacitly rather than specifically aware of age groups associated with generational characteristics. Second, elements of teaching and learning practices for adults of mixed ages are present but are not explicitly underpinned by adult learning theory. Third, faculty were using instructional practices that support learning for every student. Fourth, the organizational impacts on age diversity among students and faculty. This study allows us to say that faculty experience the multigenerational classroom with the recognition that there are many student perspectives which vary with age. They respond to the complexities from different age cohorts with compassion and empathy. They strive to support student learning. They need more support and training themselves in adulty learning theory than they are getting. The work of understanding and supporting such a complex community of learners (students and faculty) from so many different generations should be reimagined by policy makers, administrators, and faculty leaders to include age-diversity within the scope of diversity, equity, and inclusion objectives. [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.]