This study investigated the knowledge, motivational and organizational influences that affect eligible full-time faculty involvement on student conduct hearing boards in a California Community College. Clark and Estes' (2008) gap analysis operated as the framework for this study. A sequential explanatory mixed method study was conducted using surveys and semi-structured interviews. Results indicated that eligible full-time faculty lack the basic fundamental knowledge of student conduct, have competing responsibilities in their roles and experience a misalignment between goals of a hearing board and personal and professional values, do not feel recognized for their current contributions and do not feel supported should retaliation from students occur. These barriers play a critical role in hindering the ability to educate students on the academic, social, and ethical matters. The study concludes with recommended solutions derived from relevant literature and an implementation and evaluation plan that utilized the evaluative framework found in the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). Limitations and delimitations are presented as well as recommendations for future studies.