This qualitative phenomenological study explored and describes the lived experiences of faulty members who instruct and prepare adult nonstandard English-speaking students while employed at a technical education institution in the Southeast. Ten faculty members (5 males and 5 females) participated in sharing his or her perception (through telephone interviews) of his or her own preparedness when instructing and preparing adult nonstandard English speakers for a chosen technical career. Through data analysis of interview transcripts, four major themes emerged in regard to lack of understanding, knowledge, skills, and experience, providing proof of need for additional faculty training. The four themes were (a) need for training, (b) recognition of differing learning styles (among adult nonstandard English speakers), (c) positive and empathetic attributes, and (d) self-evaluation. With continued growth in the global education culture, bringing with it increased enrollment of students from culturally diverse backgrounds (Ellison, 2011), findings from this study revealed lack of resources, including training, for technical education faculty as an underrepresented group of educators. A gap in literature exists for research on technical education faculty preparedness that may be highlighted by this study, especially in the areas of teaching skills, experience, lack of resources, and training needs within technical education institutions. [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.]