Despite the growth of non-credit programs and the increase in numbers of part-time students and part-time teachers, little research has been conducted that provides data about part-time teachers and their motivations for teaching. A two-phased study was conducted to group reasons for teaching into meaningful, empirically based categories and to use factor analysis as a tool to refine and improve a survey instrument focusing on teacher characteristics and motivations. In 1982, 294 randomly selected part-time instructors teaching at least one noncredit course in a community service or continuing education program at a Nebraska community college were surveyed about their reasons for teaching. In 1985, an expanded version of the part-time teacher questionnaire was distributed to 1,200 Nebraska community college non-credit course instructors. Study findings, based on response rates of 71% and 30% from the two surveys, included the following: (1) for the first survey, three factors accounted for 39.4% of the total variance; i.e., personal/professional growth (24.1%), professional/economic goals (8.9%), and social activity (6.4%); and (2) for the second survey, six factors accounted for 49.8% of the total variance; i.e., professional growth and influence (23.1%), economic and time goals (9.2%), personal development (5.8%), social interaction (4.2%), professional leadership (3.9%), and community service (3.6%). The findings provided support for the notion that part-time faculty can identify reasons for teaching, that they exhibit multiple motivations, and these motivations can be categorized for a better understanding of why people engage in part-time teaching. (EJV)