Continuous Quality Improvement (CQI) programs are growing in popularity in higher education settings and a key component is the use of work groups, which require active employee involvement. The problem addressed in this research was the lack of employee engagement in the Quality Review Process (QRP), which is a statewide CQI model developed by the Wisconsin Technical College System. In higher education, individuals are often part of a work group because they are in the same department. This does not guarantee that the membership in the group will work together as a team. The purpose of this action research case study was to understand how work groups were operating within the QRP, barriers that prevent work groups from being engaged, and factors that support work groups engaging and operating well in the CQI model. Lastly, the conditions that facilitate work group membership transition into a self-directed work team were examined. Data sources included eleven focus groups with instructors, a follow-up online survey, one interview with the lead facilitator from the continuous improvement office, one interview with the Vice-President, interviews with six Deans, and a historical document analysis. Research findings indicated 54% of the study participants were constantly working on continuous improvement goals. Leadership and faculty identified the following seven barriers lack of training, lack of time, inadequate communication, ineffective accountability, scarce relevant data, duplicated processes, and no connection with college-wide goals. Enabling factors include; facilitation, leadership involvement, team time, communication, and customer focus. Elements that support work group members working together as a self-directed work team include; utilize individual strengths, communication, trust, and clear expectations. There are seven recommended improvements to the QRP: (a) develop culture of continuous improvement, (b) integrate the QRP with other processes, (c) focus on the customer, (d) incorporate into team time, (e) incorporate processes into the daily work of the team, (f) communication, and (g) training. Future research may include a replication of this study with various educational institutions to uncover added improvements as staff throughout educational institutions work on their continuous improvement efforts, as well as, verify the results of this research. [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.]