This study was conducted to determine the characteristics, qualifications, frustrations, and institutional involvement of part-time faculty at community colleges. The study involved a review of the literature on trends in and statistics on part-time faculty employment; the motivations, characteristics, advantages and disadvantages, quality, frustrations, management, integration, involvement, and professional development of part-time faculty; and policy issues. In addition, the study included a survey of 314 part-time faculty at Fullerton College in California to determine the variety and scope of teaching methods used, the level of interest in faculty development activities, the organizational involvement of and communication with part-timers, and the length and depth of their teaching experiences. Survey results included the following: (1) nearly 70% of the part-timers at Fulerton College were between the ages of 30 and 49, nearly 60% were male, and over 66% had a master's degree or doctorate; (2) the Business Division employed the greatest number of part-time faculty, followed by the Humanities Division; (3) 40% of the part-timers taught vocational subjects; (4) although part-time faculty used a variety of teaching methods, 93% used the traditional lecture method, 75% used class discussions, and over 50% used question-answer reviews and hands-on activities; (5) almost 97% gave students a course outline or syllabus at the beginning of the semester, nearly 94% provided grading criteria, and over 63% provided a week-by-week schedule; (6) 28% talked to their department chairs and over half to other faculty once per week, but 82% did not attend division meetings; (7) about 19% had been teaching at Fullerton a year or less; and (8) 56% would like a full-time teaching position at any college. Conclusions regarding the application of a human resources development approach to part-time faculty are provided. The survey instrument is appended. (JMC)