With the introduction of the California community college chancellor's "Vision for Success Report" in 2017, the community college system experienced unprecedented levels of new legislation with the goal to refocus its values and resources, placing a higher priority on helping students complete a college education, as opposed to simply focusing on providing access to a college education This change in priority has resulted in the call for community college leaders (including faculty senate presidents, deans, vice presidents, and presidents) to lead their colleges through the implementation of a wide range of complex, transformational changes. Often, educational leaders are ill-equipped to lead the faculty members through complex organizational change, particularly when the change efforts are not necessarily popular. While California community college faculty members are no strangers to organizational change, change is always difficult. Change leaders are required to organize, collaborate, and build consensus within and between different employee groups. These efforts require time-consuming conversations that build trusting relationships, allowing for honest discussion and analysis of important yet sometimes sensitive issues. The purpose of this study is to explore how community college faculty experience educational reform and how they ultimately engage in state-mandated initiatives. This qualitative, single-case case study explores the acceptance and participation levels of community college faculty in the implementation of the state-initiated Guided Pathways framework at one college campus. Data collected through 14 faculty member interviews indicated that three interrelated influences impact how faculty members will, or will not, engage in a college's attempt to implement legislated transformational change: organizational culture, trust, and opportunities for collaboration between colleagues from different programs and backgrounds. The findings of this study have implications for college-level leaders (both administrative and faculty leaders), providing suggestions for how these leaders can help to foster trusting organizational climates that support collaboration during complex educational reform. [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.]