Faculty-in-residence initiatives can face many challenges, but when successfully implemented, they can have a positive impact on the experiences of both students and faculty. This study explores how faculty serving as faculty-in-residence (FIR) at a public university in Southern California described their integration into residential communities, the challenges they encountered, and the impact of these roles on the broader faculty experience. Using a qualitative interpretive approach, we conducted in-depth interviews with eight FIRs to develop insights into the implementation of FIR programs. Our findings reveal that while the FIRs faced significant challenges-such as time constraints, low student participation, and differing visions of faculty and student affairs professionals-successful integration into residential communities led to meaningful faculty-student interactions and enhanced connection and engagement. The study concludes with recommendations for establishing successful FIR initiatives and emphasizing the role of personalized support, realistic program expectations, and strong collaboration among faculty and student affairs professionals. [Discussion questions were developed by Ana Bourque.]