<p>Community college faculty often enter the profession without systematic preparation for teaching, making professional development (PD) especially important. Yet high teaching loads, limited time and resources, and unclear outcome expectations hinder faculty engagement in PD. In response, many colleges have created centers for teaching and learning (CTLs) to reduce the isolated and sporadic nature of faculty PD. How effectively these centers communicate and enact their missions and functions holds great implications and consequences for strengthening PD in community colleges. Applying text mining techniques, I examine how community college CTLs communicate their missions through publicly available mission statements, with particular attention to how these statements represent faculty support, student success, diversity, equity, inclusion, and the distinctive teaching context of community colleges. Findings indicate that while mission statements generally convey trust, anticipation, and joy, they often underemphasize diversity, equity, and inclusion and provide limited attention to part-time faculty. More intentional mission statements may support better-aligned planning, clearer public communication, and stronger faculty development efforts.</p>