This dissertation reports the results of an intrinsic case study done at a technical community college in the southeastern United States. The purpose of the study was to understand how community college administrators and faculty members define scholarship at their institution and what methods are used within the community college to encourage/discourage participation in scholarly work. The author conducted 25 individual interviews: two with upper-level sectional administrators, 22 with full-time faculty members, and with a continuing part-time instructor. The 23 faculty members interviewed represented all of the departments on campus. Questions included: (1) How do administrators and faculty define scholarship? and (2) What are some ways scholarship is supported or discouraged on campus? Findings showed that while some community college faculty engaged in scholarly activities that would be accepted as scholarship under traditional definitions of the term, those who did engage were intrinsically motivated and were communicating primarily with an audience outside the community college discourse community. The primary means of engaging in scholarship at this particular college was often social in nature and immediate in result and, as such, it was more in line with what is more commonly understood within academe as professional development, not scholarship. The value of scholarship and scholarly discourse in this case was determined in large part by its ability to improve teaching and learning at the institution. (Contains 91 references.) (NB)