The purpose of this qualitative case study was to examine the perceptions online adjunct higher education faculty have towards the use of professional learning communities as a component of their pedagogical training. This research emerged from two trends in higher education, adjunct faculty reliance and online education. This research addressed four research questions regarding the online adjunct faculty members' perceptions of the professional learning community, needs met through participation in the professional learning community, and whether the professional learning community aligned with Adult Learning Theory and Situated Learning Model. Data were collected using an online questionnaire, interviews, and focus group from online adjunct faculty at one higher education institution in the United States. Using a convenience sample, 25 online faculty members participated. Thematic analysis was conducted to code data and develop themes for analysis. The findings in this research suggest online adjunct faculty members feel informed and connected to their institution by participating in the professional learning community. Participants feel trainings are valuable and have an immediate impact on their instructional techniques. Implications include the desire for additional mentoring and sharing opportunities between peers, as well as additional compensation for their time investment. [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.]