This report discusses college faculty enlargement through the expanded use of part-time teachers. A review of current practices shows the most fruitful source of part-timers to be local business and industry, professional colleagues of the full-time faculty, and graduate students. There is little evidence, however, that part-time teachers are encouraged to use their professional competence, that they are accepted as professional equals or regarded as professional assets. Few universities report any kind of training or supervision programs. There is wide variance in the practice of employing part-timers and in the way they are used. A University of Bridgeport program is used as an illustration of an experiment in taking unexperienced interns and introducing them to various teaching methods. The basic theme of the study is that to prepare a person from another profession for teaching, such a program has to stress theory. Once the basic ideas are made explicit and their relevance discovered, it remains only for the professional to learn to pursue his discipline in an expanded framework of educational theory to become a person worthy of being a college teacher. (dm)