A study was conducted to collect data on the professional development status of part-time faculty in community colleges and to develop recommendations for an improved approach to staff development for part-time staff. The study includes an extensive review of the literature and a mailed survey involving 1,140 part-time faculty from selected League for Innovation colleges. The survey instrument requested information on pre-service orientation, conditions of employment, policies and procedures, the college, its students, in-service development, support for teaching, professional work environment, professional growth opportunities, and faculty characteristics. Study findings, based on a 46% response rate, included the following: (1) respondents with full-time jobs and those without full-time jobs expressed virtually the same degree of satisfaction with pre-service orientation and in-service development; (2) part-time faculty indicated that the most important information to have about conditions of employment related to their teaching assignment, while information about the nature of the part-time position was felt to be of least importance; (3) respondents expressed the least amount of satisfaction with the policy/procedures information they had received about instructor absenteeism; (4) 55.1% of the respondents were receiving in-service training related to support for teaching, professional work environment, and professional growth opportunities. The survey instrument and recommendations and implications for future studies are included in the study report. (EJV)