An exploratory sociological analysis was made of the role adaptations of public junior college teachers. Teachers from two Missouri unified public school system junior colleges were interviewed personally and by mail; information was also gathered from observation, informants, and relevant documents. Both colleges recruited their faculty largely from high school teachers and community residents. Two teacher categories are described: pre-organizational career types and organizational tenure types. The report summarizes findings pertaining to the organizational nature of the two colleges studied and their differences, the careers of recruited teachers and the process of their adaptation or failure to adapt to the role of public junior college teacher, and the organizational problems confronting many teachers. The findings are presented in a descriptive-analytic model of the functioning of the colleges and their faculty. (MS)