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This paper will combine the literatures of ‘students as partners’ and part-time faculty to explore how part-time faculty receive, experience, understand, and use student feedback to inform their teaching. Analyzing qualitative data collected via focus groups with part-time faculty at a private, liberal-arts university in northern California, it uses the framings of standpoint epistemology (Toole, 2023) and ecological systems theory (Bronfenbrenner & Ceci, 1994) to present part-time faculty’s views toward and use of student feedback to inform their teaching. Its conclusions will be of interest to researchers, educational developers, and instructional leaders who support part-time faculty, and especially those interested in engaging this faculty population in ‘students as partners’ (Cook-Sather, 2022) work.