There is a need for research into the beliefs and practices of community college faculty and mathematics collegiate faculty. A review of both the literature of adult education and the literature of mathematics education finds few studies that specifically address the beliefs, feelings, and behaviors of mathematics faculty at the community college. This book presents the results of such a study and provides a descriptive analysis of the instructional perspectives of mathematics faculty at the community college in terms of the principles of practice for adult educators. The study investigated the beliefs, feelings, and behaviors of full-time mathematics faculty at community colleges in a Midwestern state. By its nature-the use of an instrument that measures beliefs, feelings, and behaviors of adult educators with a population of mathematics faculty from the community college-these results contribute to the empirical base of the research literature of adult education and help to bridge the research gap that exists between mathematics education and adult education. This study should be of interest to community college educators and the adult education community.