This study examined how faculty and Resident Director (RD) staff collaborate with each other in a Faculty in Residence Program (FIR) at a mid-sized, urban, private, research university, located in the Northeast region of the United States. This study examined the experiences of these two distinct groups of participants, and ultimately how they collaborated with each other when involved in the same educational intervention. This single site case study utilized multiple data collection methods, including interviews, observations, and document analysis. Semi-structured interviews were conducted with six faculty and four RD staff involved or previously involved with the FIR program. Data was analyzed using the constant comparative method and three themes emerged from the data revealing the complexities involved with this collaboration and provided a rich understanding of the collaborative experiences between the RD staff and faculty in the FIR program. The first theme that emerged was that collaboration between the RD staff and the faculty was primarily about logistics, and there was little to no collaboration when it came to the educational parts of the FIR program. The study also found that participants were bounded by the systems they are a part of as members of the student affairs and faculty and these systems impacted the ability to collaborate on the educational pieces of the program. The second theme examined the power dynamics between the RD staff and the faculty, with particular attention to gender. The third, and final finding theme explores the issues of time and RD staff turnover as being barriers to collaborating. These findings were supported by the literature on faculty and student affairs collaboration and further framed by Bronfenbrenner's Human Ecological Systems Theory (Bronfenbrenner, 1979). Findings from the study suggest role clarification between faculty and RDs, training for the RDs on working with faculty, a review of the RD job role and responsibilities to include work with faculty, and creating opportunities for increased collaboration across campus silos, including incentivizing collaborations between academic and student affairs. [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.]