This dissertation conducts a narrative positioning analysis of full-time two-year college literacy teaching (TYLT) faculty in order to investigate how they perform professional identities through storytelling. The author analyzes narratives surrounding three significant facets of professions: professionalization, jurisdiction, and uses of disciplinary expertise. By analyzing how TYLT faculty cultivate identities through storytelling, the author curates a description of their profession. Ultimately, the analysis of TYLT faculty professional identities and subsequent description of their profession supports an ecological theory of professions, wherein people rationalize their status as professionals through familial and community relationships, local labor demands, and transdisciplinary expertise they've acquired throughout life. [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.]