Research on first-year college students (FYCS) indicate that faculty, including part-time, non-tenure track faculty (PTNTTF), play a vital role in meeting the academic needs of FYCS to facilitate their academic success. However, the literature on PTNTTF suggests that the departmental culture they experience may impact their ability to meet students' needs. This qualitative study used the validation and institutional agency frameworks to describe how departmental cultures support or limit PTNTTF in meeting the academic needs of FYCS at public, urban universities. Through interviews, this study examined the experiences of nine PTNTTF to understand their perceptions on how they meet the academic needs of FYCS and how the departmental cultures they experience affect their ability to meet FYCS' academic needs. This study first found that PTNTTF perceive that they meet the needs of FYCS by being approachable and understanding, structuring their classes for student success, and helping students understand campus resources and college expectations. Secondly, this study found that departmental cultures support the ability of PTNTTF to meet FYCS' needs by providing PTNTTF with professional treatment, course materials, and collegiality. This study also found that departmental cultures limit the ability of PTNTTF to meet FYCS' needs with poor hiring practices and inequitable pay, little to no training or departmental support, and little to no opportunities for PTNTTF to provide curricular input or build community with one another. Lastly, this study found that PTNTTF are guided by their knowledge and experiences in previous roles in meeting the academic needs of FYCS. [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.]