California Community Colleges are not producing enough educated graduates to meet future workforce needs; to address the issue, goals and initiatives have been developed in an effort to increase completion (Foundation for California Community Colleges, 2017). In this study, the Clark and Estes (2008) gap analytic framework was used to understand adjunct faculty's knowledge, motivation, and organizational influences regarding the implementation of information literacy instruction in English coursework at a California Community College. Interviews were conducted with nine English faculty at a medium sized California Community College. Additionally, the participant's syllabi were examined to triangulate results. Varied levels of knowledge and motivational influences were identified among participants. Significant gaps were identified in the organizational setting. Recommendations to address identified gaps were developed using the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). [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.]