States seek college and university consolidations or mergers to facilitate greater efficiency and fiscal responsibility among their public, post-secondary educational institutions. However, differing cultures between institutions can lead to conflict, controversy, and ultimate failures in such institutional consolidations (Ribando & Evans, 2015). This case study investigates the variety of challenges faced by faculty during institutional consolidations and mergers. The foundational role faculty play in higher education makes it imperative to understand how they can best be supported when consolidating with institutions with different missions and cultures. To this end, this study illustrated what faculty perceive that they need in order to foster a successful person-organization fit post-consolidation. This qualitative case study examined the experiences of ten tenured and tenure-track faculty from four institutions that merged into two distinct universities who experienced a consolidation process. The analysis of the collected data revealed several interesting findings including the need for administration to acknowledge faculty's experiences of loss, the need to build social networks among new faculty peers, ensure the burden of consolidation weighs equally on all groups, and the need to be oriented through the chaos of consolidation. These findings can guide change agents and administrators in their support of faculty during college and university consolidations and mergers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]