Nontraditional students bring to the classroom diversity in age, culture, experience, knowledge, and preparedness. The risk factors that circumstantially define nontraditional students outside the classroom result in transferrable challenges within the classroom. The purpose of this single descriptive case study was to explore and understand faculty perceptions of teaching nontraditional students in a public community college in California. The research questions were: "How do faculty members approach teaching when nontraditional students are present?" "What occurs while facilitating a class with nontraditional students present?" Multiple data sources were referenced including semi-structured one-on-one interviews with faculty members and an administrator, nonparticipatory classroom observations, and review of distributed materials. Data were transcribed, coded, and organized using NVivo 10® software, revealing 10 themes and multiple subthemes. Themes include Learning Environment, Diagnosing Student Needs, Faculty Preparedness, Time Commitments of Teaching, Frustrations, Benefits of Teaching Nontraditional Students, Communication and Language, Teaching Approach, and Change Management. The findings revealed faculty members perceived a change in the learning environment with nontraditional students present and modified approaches to teaching in response. Findings from this study include outcomes related to teaching nontraditional students, with recommendations for industry leaders and for further research in order to propel discourse related to teaching nontraditional students, and serve all students better. [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.]