This capstone investigates the integration experiences of new faculty at Somerset Community College (SCC) through Organizational Socialization Theory (OST). Acknowledging the multifaceted challenges that new faculty encounter, ranging from adapting to an unfamiliar academic culture to navigating institutional policies and building relationships with colleagues, this study emphasizes the importance of structured feedback, mentorship, and orientation programs within the OST framework. Employing a mixed-methods approach, the research examines OST's Anticipatory, Encounter, and Transformational phases, comprehensively analyzing the integration process at SCC. The study captures both broad patterns and individual narratives through quantitative surveys and qualitative interviews. It offers a deeper understanding of the effectiveness of current integration practices and identifies areas for improvement. These findings emphasize the importance of adaptive integration strategies that cater to the changing needs of new faculty, highlighting their impact on faculty satisfaction, productivity, and long-term success. This research contributes to the discourse on faculty development and integration in community colleges, proposing evidence-based recommendations to enhance the integration experience for new faculty at SCC and beyond, thereby fostering an inclusive and supportive academic environment. [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.]