"Mattering" is a key component of success for students (Rosenberg & McCullough, 1981). For community college students, the classroom plays a critical role in their college experience because community college students spend most of their time on campus (Lundberg, 2014). Among college courses, first-year writing classes hold particular significance for advancing student learning (Tedrow, 2020). Using Schlossberg's (1989) theory of marginality and mattering, this research sought to explain how faculty cultivate environments conducive to students feeling valued, significant, and like they matter. Interviews were conducted with 13 full-time faculty members teaching in community colleges and the findings illuminated the ways in which faculty signal to students that their voices, experiences, and perspectives matter. Themes emerged surrounding inclusive and supportive pedagogical practices, affirming students' abilities, and intentionally making space for students in the classroom. This study also revealed the reflective nature of full-time writing faculty and explained how they use reflection to guide their pedagogical practices that signal mattering. The findings underscore the pivotal role of faculty-student interactions in fostering a sense mattering among students, particularly in the community college setting. Furthermore, implications for pedagogical approaches and faculty development initiatives are discussed, highlighting the importance of intentional efforts to prioritize student mattering in educational practice. [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.]