While traditional faculty mentoring programs exist across higher education institutions, support is typically delivered to mentees in a one-way format, resulting in mentoring that does not promote ownership of improving instruction. To study the problem, a conceptual framework incorporating constructivism teaching theory and post-modern perspective was applied. A qualitative exploratory case study design was used to address the following: RQ1: What strategies can be used to promote ownership in a traditional one-way faculty mentoring program? SQ1: What are experienced adjunct faculty mentee perceptions about strategies to promote ownership in a traditional one-way faculty mentoring program? SQ2: What are full-time faculty mentor perceptions about strategies to promote ownership in a traditional one-way faculty mentoring program? Anonymous questionnaires and semi-structured Zoom video interviews were completed with 12 experienced adjunct faculty mentees and 17 full-time faculty mentors. Manual coding and analysis revealed five themes: (a) authentic relationships, (b) meaningful feedback, (c) collegiality and reciprocity, (d) involvement, and (e) compensation. Two themes, collegiality and reciprocity, and involvement, were consistent among both groups of participants. The findings indicate ownership of improvement is influenced by several factors, including quality of relationships, mentoring formats, involvement and access, and respect for the adjunct faculty role. Practical recommendations include (a) establishing and maintaining authentic, mutually-respectful, long-lasting relationships, (b) offering choice-based mentoring and collaborative mentor cohorts, (c) providing access to high-quality models and involvement in the wider faculty community, and (d) demonstrating respect for the adjunct faculty role with empathy for time constraints and consideration of additional financial incentives. The results provided a deeper understanding of mentee and mentor perceptions of strategies that promote ownership of instructional improvement, and this knowledge could be used to inform faculty mentoring programs at UAGC and at other institutions of higher education. Future research opportunities include (a) the influence of mentee cohort groups on experienced adjunct faculty mentees' ownership of improvement, (b) the influence of mentee-driven reflection and action items on mentees' ownership of improvement, (c) the influence of compensation for performance on mentees' ownership of improvement, and (d) the influence of Erikson's (2018) deliberate practice on experienced faculty members' instructional improvement. [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.]