In 1991, an instructional development needs assessment was conducted of the part-time faculty at Northwestern Michigan College (NMC). A survey instrument, requesting participants to rank-order a variety of skills and competencies were mailed to two groups: part-time faculty who had taught at least one quarter at NMC in the 1989-90 school year; and instructional leaders, defined as deans, division directors, and department heads. Seven areas were defined by both the instructional leaders and the part-time faculty as top priorities; they included determining course goals, using a variety of teaching methods, and clearly defining performance objectives for the learner. Similarities between part-time faculty and leaders were also seen in areas rated as the lowest priority by both groups; these included being familiar with the NMC library, having computer skills, and utilizing stress management skills. Areas which instructional leaders placed at a premium, but which part-time teachers placed at the lowest extreme of the rating scale included: demonstrating skills in measurement and evaluation; knowing how to access the tutorial services available at NMC; and being familiar with NMC's policies and procedures. Part-time faculty rated the following highly, in complete opposition to their instructional leader counterparts: assessing instructional requirements; demonstrating knowledge regarding the special characteristics of educating adults; and utilizing strategies for increasing student motivation. Significant differences were also revealed among the priorities of various college divisions. Appendixes include the questionnaire and frequency distributions for both surveyed groups. (JMC)