Part-time faculty members at community colleges are customarily understood from an institutional perspective that is based on traditional conceptions of the community college as a component of a tiered educational system. This conception places the community college in the role of either a junior college or a training school. However, the expansion of community colleges' mission that has led to the community college baccalaureate degree and the postbaccalaureate degree reshapes the junior college and training school beyond recognition. By framing the community college as a business or as an agent of economic development, the author suggests a need to rethink the view of faculty work and faculty status to the extent that part-time faculty are central, not peripheral, to the community college enterprise. This centrality is based on the rationale of the efficiency and effectiveness of institutional operations. In this article, the author talks about part-time faculty that are best understood as extensions of institutional identity. In the twenty-first century, the identity of community colleges makes part-time faculty central to the organization's two goals: the goal of efficiency and the goal of workforce development.