Researchers argue that a California Community College's capacity for improvement and reform, given the multitude of concerns and organizational barriers associated with education institutions will require transformation of current practices to influence organizational learning (O'Banion, 1997; Cohen, 1996). Extant literature has demonstrated the influence of transformational leadership and professional development on organizational learning for improved student achievement (Leithwood et al., 2008; Marks et al., 2000; O'Banion, 1997; Collinson et al., 2001; Collinson & Cook, 2007). However, there is scant research examining a Faculty Developer's role in this effort in a California Community College. This mixed-method comparative case study explored the following research questions: (1) what are the perceived influences of two California Community College mid-level Faculty Developers on organizational learning, and (2) what are the leadership characteristics and behaviors of two mid-level Faculty Developers in two California Community Colleges as measured by an Adapted School-Specific Transformational Leadership Behavior Survey. The methods employed included Q-sorts drawn from organizational learning and mid-level-management literature (Leithwood & Aitken, 1995; Collinson et al., 2001; Nonaka & Takeuchi, 1995) administered to two Faculty Developers, two of their Supervising Administrators, and two of their Faculty Advisory Board members. This was followed by an on-line School-Specific Transformational Leadership Behavior Survey adapted from research demonstrating the positive influence of transformational leadership on organizational learning in schools (Leithwood & Aitken, 1995) completed by the Supervising Administrators and Faculty Advisory Board members. Finally, semi-structured interviews were conducted with the Faculty Developers and coded using the following literature-based themes of organizational learning influence: multilevel learning, cultural, strategic, structural and environmental (Leithwood & Aitken, 1995; Collinson et al., 2001; Nonaka & Takeuchi, 1995). Both qualitative and quantitative analysis illustrated the mid-level Faculty Developers' influence as transformational leaders on organizational learning. However, discrepancies in perception highlighted potential barriers to this influence. Further research is recommended to investigate varying perceptions. Implications for practice advocate for the hiring and development of more mid-level professional development roles to support organizational learning in California Community Colleges. [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.]