This study investigated the perceptions of faculty regarding why they choose to attend basic skills faculty development; what they choose to implement in their classrooms; and how they determine the effectiveness of the strategies selected. A survey was completed by 173 full and part-time faculty from a large, suburban single-campus community college. The data were analyzed using independent sample t-tests and ANOVAs. In addition, a focus group was used to explain and extend the survey findings. Triangulation of the data led to the following findings: (1) participation in basic skills faculty development is essential to part-time faculty feeling supported by the institution; (2) faculty who perceive institutional support positively participate in peer mentoring and collaboration activities; (3) participation in basic skills faculty development is linked to positive perceptions of faculty's instructional role, the student population, and institutional support; and (4) faculty who viewed institutional support positively chose engagement with other faculty as the primary reason they attend basic skills faculty development. In addition, strategies that captured students' attention and elicited engagement were ones most often implemented. Faculty determined that such strategies worked to improve student understanding of content through validation of student engagement and independent application of knowledge. This research suggests that community colleges need to focus on creating a supportive environment where faculty are encouraged to interact with colleagues. Another implication is that faculty development programs should focus on basic skills instruction, with an emphasis on active learning and engagement. Specific recommendations are given for community colleges that desire to create a campus environment that supports the success of both faculty and students. [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.]