The present article derives from a larger study about the academic and social inclusion of adjunct faculty at representative public, 2-year colleges in Texas. The research identified a significant difference in adjunct faculty inclusion by institution type. Subject institutions represented Basic Carnegie Classification categories: rural, suburban, and urban. Data from survey responses of 75 adjuncts were analyzed using a variety of statistical methods. Results indicated that adjuncts from the rural community college were included in academic and social campus cultures more often than were adjuncts from the suburban and urban community colleges, but anomalies emerged that warrant further investigation. Because a majority of community college students receive instruction from part-time faculty, it is important to understand how adjuncts interact with and perceive their relationships to their institutions and students.