A qualitative single case study design encompassing constructivist theory was used to explore the affiliation need of nine career college adjuncts and the influence that their working conditions have on their professional growth, motivation, commitment, sense of loyalty, and connectivity to the institutions they serve. Also examined were the psychological influence of the working conditions of adjuncts regarding their affiliation and connection to their institutions and the types of professional support programs or activities adjuncts perceived to be beneficial for their needs for affiliation and teaching performance. Findings indicated that regardless of the lack of fellowship, interaction, and participation in professional development activities, adjuncts remain loyal to their students and motivated to teach. Participants acknowledged both their need to be affiliated with their institutions and strategies to increase their senses of loyalty, commitment, and motivation.