The purpose of this study was to examine efficacious teaching-learning strategies that community college stakeholders employ that enhance surgical technology student outcomes. Knowles's adult learning theory, constructivist theory, and appreciative inquiry served as the theoretical foundation for this study. Discovering effective aspects and strategies will help stakeholders improve students' learning; therefore, support students in their efforts to pass the certification examination and successfully find employment as a surgical technologist. A qualitative case study design involving individual interviews and focus group interview of past graduates, adjunct faculty, and clinical site personnel, along with a document review was used to collect data that address how surgical technology students learn best in order to be successful on the exam and in their career. Data analysis strategies included coding and development of recurrent appreciative inquiry themes. Key results discovered from the study included the significance of developing a state of the art laboratory facility and the value of teaching surgical technology material using differentiated instruction. Discovery of current efficacious teaching-learning strategies shaped the resulting project, which was creation of a changed curriculum with lesson plans incorporating efficacious teaching-learning and differentiated instructional strategies. Implementing the recommended curriculum changes that incorporate and capitalize on these effective strategies can potentially improve the overall education and comprehension of surgical technology students as they transition from the classroom to the operating room. Implications for positive social change include improving students' knowledge and application of surgical technology in order to positively impact the lives of patients whom they serve. [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/en-US/products/dissertations/individuals.shtml.]