Community college adjunct instructors are an increasing percentage of the faculty. They also teach an increasing percentage of the curriculum. While some research in the adjunct arena has been performed, adjuncts typically do not enjoy an adequate amount of research. A 72-question, 266-item demographic and attitudinal survey was distributed to 1,835 adjunct instructors at all campuses of Montgomery Community College in Maryland, Northern Virginia Community College, and Southside Virginia Community College; 486 instructors responded, for a response rate of 26%. The study found that: (1) the levels of compensation and benefits that adjuncts receive did not adversely affect their classroom teaching; (2) adjuncts as a whole had more positive perceptions about their employment environment and competencies than is commonly portrayed; and (3) 25% of adjuncts have a desire to improve their community membership and professional skills via peer mentoring groups. The study recommends that colleges facilitate the establishment of peer-mentor gestalts, utilizing self- and student evaluations, exchanged classroom visits, and dialogue and communication with peers, for all faculty (part and full time) who wish to improve their craft. Appended are the field research instrument, correspondence samples, and a list of tables and subjects. (Contains 68 references and 57 tables.) (Author/EMH)