This research addresses how part-time and full-time faculty roles have changed over recent years and the role that faculty development programs have played in assisting faculty with adjusting to these changes. This phenomenological study explored self-efficacy formation and intrinsic motivation of instructors taking part in a professional development program at a community college. Social cognitive theory and symbolic interactionism were used to frame the experiences of instructors in their formation of self-efficacy and intrinsic motivation throughout and following the completion of a professional development certification program that certifies faculty on their understanding, knowledge, and use, of a nationally-recognized college-wide student guidance program. Seven participants completed a two-part interview series to help understand the changes they experienced as a result of the program and the meaning they gave to those experiences. Seven themes were found to be evident throughout the study. These themes included: being intrinsically motivated to participate in the course; having the time and space to communicate with colleagues and cultivate ideas; needing to work in small groups to develop rich discussions, strong relationships, and the exchange of ideas; increased communication with faculty, students and the community; increased self-efficacy; changes in the curriculum focus; and changes in course design and delivery. Finally, a discussion of the implications to higher education will help faculty development leaders understand how to design their programs, and higher education administration leaders understand ways to use faculty development programs as a tool to communicate the values, goals, and mission of the institution. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]