This paper examines higher education faculty vitality from the perspective of the individual faculty member by taking a closer look at the individual differences among faculty which might be related to faculty vitality and by linking issues of adult development to the continuing professional development of faculty. First the paper uses data from recent national studies to determine the characteristics of college faculty. Those studies show that full-time faculty in higher education are predominantly white, male, tenured, over 45, working in four year institutions, and holding doctorate degrees. Next the paper examines the development of faculty careers including the differences in careers which may be gender related and the varying tasks over a faculty career. In a third section individual factors which are associated with faculty vitality such as self-motivation and careers with variety in their work are examined and contrasted with the characteristics typical of burnout and lack of vitality: lack of new challenges and lack of intrinsic motivation. A conclusion offers suggestions to institutions for an approach to faculty development which takes into account the individual differences and needs of each faculty member. Over 90 references are included. (JB)