The following qualitative multicase study presents an examination of outcomes assessment adoption as it relates to Career and Technical Education faculty at community colleges and outlines recommendations for postsecondary education administration as they introduce innovations to faculty members. The purpose of this investigation was to explore the effectiveness of procedures used to introduce outcomes assessment to Career and Technical Education faculty. The research questions guiding this study were: 1. What factors and variables supported diffusion of outcomes assessment among Career and Technical Education faculty at Rocky Mountain States Community Colleges? 2. What factors and variables discouraged diffusion of outcomes assessment among Career and Technical Education faculty at Rocky Mountain States Community Colleges? Rogers' Diffusion of Innovations theory was utilized to investigate the process of adopting outcomes assessment by Career and Technical Education faculty. Faculty interviews and analysis of outcomes assessment artifacts provided the needed insight into faculty perspectives. Results found faculty members needed to grasp the benefits or relative advantage of any new process before they were willing to make changes to the status quo. Equally impactful was the presence of knowledgeable department chairs and support staff to help train and guide faculty members towards adoption. Technical Skill Assessments were influential only when directly connected to program goals and outcomes. Furthermore, administration actively involved in the innovation allow faculty members to observe the process of outcomes assessment in a concrete way. [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.]