This qualitative study via an action research design explored adjunct faculty pedagogical perceptions at Butler County Community College (BC3) in Butler, Pennsylvania. Based on a preliminary study by the researcher, adjunct survey data was analyzed to determine if there was a need for pedagogy training and, if so, what adjuncts believed that training should involve. Following adjunct professional development training, focus groups were convened to discern not only adjunct training perceptions, but also, the overall impressions of pedagogy as an important component of the teaching and learning environment at the collegiate level. Data were analyzed along with student opinions of faculty effectiveness that aligned with pedagogical training categories. Results indicated that adjunct faculty not only value pedagogical training, but they also believe their input on such training is a necessity; and, a top priority needs to be content-specific training for this contingent workforce. Research results also suggest that adjunct participation in training with an emphasis on teaching strategies does not necessarily translate into adjunct integration of new strategies due to perceived time constraints; consequently, many part-time faculty revert back to traditional lecture for content delivery. Another training need, assisting students with disabilities, also emerged. In addition, adjuncts expressed not only an imminent need for training in technology, but also access to technology in their classrooms. The perception that adjuncts do not feel that they are a part of the collegiate environment was a final research finding. [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.]