Research has shown that forming a professional identity is central in the process of becoming an effective teacher (Alsup, 2006; Danielewicz, 2001). Yet, little is known about the faculty identity development of part-time faculty, who represent nearly 70% of all faculty at community colleges (AFT Higher Education, 2009). Addressing this critical knowledge gap, this study uses positioning theory (Harre & van Lagenhove, 1999) and discourse analysis methods to closely examine the faculty identities of community college adjuncts who teach introductory courses in English and social studies. Findings suggest that these adjuncts experience positive faculty identity development through their teaching and interactions with students, but they encounter negative faculty identity development vis-a-vis their interactions with their faculty peers. Implications for practice and future research are discussed. (Contains 1 figure.)