The purpose of this qualitative research study was to explore part-time college instructors' perceptions of Multiple Intelligence Theory. The study centered on the phenomenon existing within the perception of 12 part-time instructors from a variety of departments, all from the same community college in New England. Data was extracted pertaining to teaching methods that instructors utilize in teaching a diverse population of adult learners. Additionally, the research inquiry sought to discover whether knowledge of Multiple Intelligence Theory (Gardner, 1983) was an influencing factor in the instructors' andragogical practices. Information obtained from this study provides community college leaders some data about the andragogical framework that instructors may bring to the community college classroom, their knowledge of intelligence, and ways that they are engaging adult learners from diverse populations. This insight may further guide leaders in their support of part-time instructors as well as provide potential topics and opportunities for professional development. Understanding instructors' perceptions of Multiple Intelligence Theory and its implementation in the college classroom has application in understanding factors that will lead to stronger student engagement, retention, and success. [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.]