This qualitative, plausibility probe case study was conducted to determine if adjunct faculty teaching in humanities courses use effective teaching and learning styles in tertiary classrooms. The researcher specifically sought to find rich data on formative assessments and the teaching and learning theory andragogy. To ascertain this data the researcher employed two surveys: The Teaching Goals Inventory (Angelo & Cross, 1993) and the Personal Adult Learning Style Inventory (Knowles, 2005); conducted interviews; and included instructional observations. It was determined that faculty cannot provide a consensus on a definition for formative assessment; however adjunct faculty do use formative assessments in their classrooms. Adjunct faculty use the data from formative assessments to adjust teaching objectives to aid in student comprehension. Faculty also use formative assessments as check points to know where and how their students are doing on a given topic or directive. Faculty perceived SLO's to be positively affected with the use of formative assessments. As they viewed higher-order thinking skills as an essential goal when planning and designing curriculum and formative assessments in their classrooms; as well as basic learning skills as the second most essential goal according to the TGI results. Faculty incorporated a variety of teaching and learning styles, cultural intelligence, and more in their classrooms. This study found that adjunct faculty preferences were more andragogic than pedagogic with a mean score of 98 on the PALSI. There is no preference for pedagogy in tertiary classrooms; however, there is neither a strong preference for andragogy. [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.]