Adjunct faculty members are a predominant resource used to instruct at higher education institutions. Because of this, there are constant questions about the ability of adjunct faculty members to instruct on the same level as full-time and tenure-track faculty members. This becomes a question of whether or not adjunct faculty members are provided the appropriate level of resources and training including orientation, professional development, and mentorship that will lead to their success. To ascertain what resources and training adjunct faculty felt were needed in order to be successful, a non-experimental, cross-sectional descriptive quantitative study was conducted at a Mid-Atlantic Catholic university. The participants were adjunct faculty members at the university who took this anonymous online survey in the Fall of 2023.The findings of this study provided that adjunct faculty at this Mid-Atlantic Catholic university believed that professional development, orientation, and mentorship did impact their success. Based on the analysis provided through descriptive statistics, these participants' perceptions and rationale diverged from the typical explanations found in the literature. This study provided recommendations for future programs at the university. These include standardized orientation for all adjunct faculty members, opportunities for mentorship universally offered to adjunct faculty members, and consistent offerings of professional development to adjunct faculty members. [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.]