Knowledge is a valuable resource that fosters innovation and growth in organizations. There are two forms of knowledge: explicit knowledge or documented information and tacit knowledge or undocumented information which resides in individuals' minds. There is heightened interest in knowledge management and specifically the transfer of tacit knowledge due to community colleges and 4-year universities employing more adjunct faculty to address changing financial and enrollment demands. While this strategy reduces costs, it may affect the efficacy of instruction and the implementation of new programs. This qualitative case study analyzed knowledge management with a focus on adjunct faculty's perspectives on the transfer of tacit knowledge from full-time to adjunct faculty. The specific problem of interest was the sharing of tacit knowledge from full-time to adjunct faculty which may be inadequate to support student success and institutional effectiveness. The purpose of this qualitative case study was to explore how the identified problem manifests in Connecticut community colleges, to understand the reasons for the limited transfer of tacit knowledge from full-time to adjunct faculty, and to improve processes for increased student success and institutional effectiveness. The sample population was 12 Connecticut community college adjunct faculty members who taught a minimum of one-credit bearing course in the past two years and were identified through referrals from Connecticut community college program administrators and the web-based Connecticut community college course schedule. Multiple case studies were examined through in-person semi-structured individual interviews. The analysis of the findings revealed the themes of insufficient administrative and instructional resources, lack of training, and an organizational culture that does not support adjunct faculty as barriers to the transfer of tacit knowledge. To improve the transfer of tacit knowledge from full-time to adjunct faculty to support student success and institutional effectiveness, community colleges need to develop and implement knowledge management plans to address the identified themes through strategies such as formal orientation programs; mentoring; professional development; communities of practice; inclusion in college meetings, committees, and governance; dedicated office space; college e-mail addresses; and the creation of a culture that recognizes adjuncts' contributions to the organization. [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.]