Community college instructors constitute nearly one-third of the postsecondary teaching faculty in the United States, yet their experiences and identities are understudied. Taking the cue from other scholars who have called out the lack of scholarly attention on community college faculty, this chapter analyzes research published in the last fifteen years on these instructors. It calls attention to topics and themes with a more substantial literature base (e.g., the working conditions of adjuncts and non-tenure track faculty; gendered differences among faculty) and where significant gaps still exist (e.g., how and/or if two-year college faculty develop a professional identity). We then propose a framework for teaching and learning research on community college faculty that accounts for professional identity, institutional contexts, and influences on pedagogy and curriculum-making.