General education occupies a unique position within the college system, in that the colleges are primarily concerned with the teaching of vocational skills, while General Education courses tend to be Liberal Arts-oriented. For this reason, many within the college community question the relevance of general education. Through a series of qualitative interviews, the researcher seeks to understand the relevance of these perceptions to the identity of the general education faculty. A thematic analysis utilizing symbolic interactionist theory reveals that general education faculty tend to identify with each other in their vision of general education. The faculty also tend to form strong identities with regards to the value of teaching and social activism. The researcher seeks to place these patterns into a materialist context, by exploring the relevance of budgetary restraint, full-time vs. non full-time status, and power. In conclusion, the researcher explores potential areas for future research in this area.