Building on previous research (Thirolf, 2012), this longitudinal qualitative study uses positioning theory (Harre & van Lagenhove, 1999) and discourse analysis methods (Gee, 2011; Johnstone, 2007) to closely examine the faculty identities of three community college adjuncts who teach in the humanities. Results reveal that these adjuncts initially experienced positive faculty identity development through their teaching and interactions with students, but over time, these feelings of professional pride and commitment lessened. Furthermore, when they positioned themselves vis-a-vis full-time faculty, feelings of disconnectedness and isolation emerged and ultimately intensified over time. The rare, chance connections they made with a limited number of colleagues over time, however, proved helpful and positively affirming of their faculty identities. Implications for practice and future research are also discussed. (Contains 1 table.)