North Carolina community college faculty teaching courses in early childhood education at 54 of 58 community colleges were surveyed to determine the extent to which they included content knowledge on child health, nutrition, physical activity, and obesity, and adult wellness, in the courses they taught, and to identify faculty member characteristics that were related to how much content knowledge was included on child and adult health and wellness. Nine of 17 courses previously identified as including or likely including content knowledge and experience on health and wellness were taught by one-third to two-thirds of the survey respondents. One-third to two-thirds of the faculty indicated that they included content knowledge or experiences on 11 of 14 health and wellness indicators either "quite a bit" or "a great deal" in their courses. The best predictors of including health, nutrition, physical activity, obesity, and wellness content knowledge and experiences in coursework were the number of courses taught, faculty expertise in health and wellness, instructor demonstrations of health and wellness practices, and authentic and self-directed student learning opportunities. Twenty-one of the survey respondents were identified as highly experienced faculty based on a combination of faculty-related variables. Comparisons between those faculty and all other faculty found that the highly experienced faculty included more content knowledge and experiences on infant and child health and nutrition, child physical activity, infant and child obesity, and adult wellness in their coursework compared to other faculty. Results indicated that community college faculty incorporated health and wellness content knowledge and practice into a number of different courses in a number of different ways. [This report was prepared for the North Carolina Center for Health and Wellness and the North Carolina Institute of Medicine.]