Faculty at community colleges often prefer teaching to research despite facing challenges of teaching an ever increasingly more diverse student population. Despite being called upon to teach diverse student populations, adjunct faculty, in particular, within community college settings are often perceived as being at the bottom of the job status hierarchy and receive little or no incentives for their continued employment. College administrators are faced with identifying factors among adjunct faculty that influence these teachers to remain in positions that can only be filled with persons having schedule flexibility. This study examined the relationship between job satisfaction (criterion variable) and 3 constructs of emotional intelligence (predictor variables) intrapersonal skills, adaptability skills, and general mood skills among adjunct faculty at a community college in a West North Central state. A minimal predictive relationship was found between job satisfaction and 2 of the predictor variables, intrapersonal skills and general mood skills. Despite this noteworthy results were found. When examined independently, predictor variables indicated that those adjuncts who were most satisfied in their jobs demonstrated higher levels of self-understanding, higher levels of adaptability and flexibility in work-related behaviors, and less overall anxiety and negative cognitions.