Over the past decade there have been several national reform movements focused on increasing the completion rates of community college students, yet those rates have remained at about 38%. If community colleges are to be reformed, much of this reform must focus on the faculty, their classroom practices, their perspectives on teaching and learning, the teaching styles and methods they employ, and what motivates them to improve their teaching. However, there are very little data regarding community college faculty members. The purpose of this phenomenological study was to provide current research data on the community college. A qualitative phenomenological study design was used to collect and analyze data from semistructured personal interviews. The research questions were designed to gain an understanding of the participants' use of teaching and learning strategies and perceived needs for professional development. A purposeful sample of 10 community college instructors with varying degrees of educational background and experience was selected from several different departments. This study was grounded in Bandura's theory of self-efficacy. Descriptive and inductive analysis of the data led to key findings indicating the faculty was using a combination of lecture and constructivist practices. They also thought that professional learning communities and online professional development offerings would enhance their professional learning. This study contributes to positive social change by providing current research data on community college faculty. These data may help improve student achievement and increase student retention rates. [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.]