The purpose of this study was to qualitatively examine the lived workplace experiences of adjunct community college faculty in Northern California. The problem is adjunct faculty may experience an institutionalized employment system that marginalizes contingent teachers. Using the theoretical framework of institutionalization theory and phenomenological design, interviews were conducted with 22 adjunct instructors. Findings suggest adjunct faculty are a heterogeneous population motivated by a passion for teaching, but the positive attributes associated with their occupation are circumscribed by marginalizing factors. This study concludes with several recommendations for policy changes, implications for leadership, and suggestions for future research.