The purpose of this study was to explore the responsibilities of the instructor in an English composition course at a community college. In particular, the study explored the role of the instructor in implementing required department curriculum and learning objectives into the course plan. The study was conducted through multiple case study. Instructors participated in a series of interviews. The researcher observed one section of each instructor's composition courses and collected core course documents, such as the syllabus. Additionally, limited interviews were conducted with department heads, administration, and students in order to form a complete contextual picture. The data were then analyzed according to emerging themes. The study provided an understanding of how required department criteria affect teaching and assessment in composition courses. The researcher found that even as departmental criteria fluctuated, teaching methodology remained consistent. Instructors were likely to use similar assignments and assessments, regardless of the department criteria. Instructors also expressed a preference for learning outcomes to be used for consistency across courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]