Both pre-service and in-service learning are opportunities for community college faculty to learn teaching approaches to meet the learning needs of the diverse community college student population. Community college faculty members are faced with complex classrooms with learners of all different ages, races, cultures and academic preparedness. As many community college faculty members join community colleges without formal preparation in teaching pedagogy, in service faculty development becomes an important means by which these individuals can learn how to teach their students. In reviewing the existing research, we do not know enough about what motivates a community college faculty member to participate in faculty development and learn the teaching skills needed to serve their students. Low levels of participation in faculty development are historically documented in the literature as an obstacle faced by community colleges. The purpose of this case study is to offer some insight into the motivation to participate in faculty development from the perspective of 12 North Carolina Community College System Excellence in Teaching Award winners and finalists. These individuals demonstrated both excellence in community college teaching and a commitment to faculty development. In depth interviews were conducted with the participants to better understand the components of motivation as defined in Vroom's expectancy theory; intrinsic, instrumental, extrinsic and effort, had the greatest influence on their decision to participate in faculty development. This study contributes to the field of postsecondary qualitative research, by examining community college faculty and their motivation to participate in faculty development. The findings of this research indicate that while much of the motivation to participate in faculty development is intrinsic, there are clear, extrinsic practices that community college leaders can adopt and implement to enhance faculty motivation. Recommendations for future research include investigation of belief in faculty development by community college leaders at each of the 58 community colleges as well as all faculty members, not just award winners. [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.]