This study sought to examine the instructional practices of faculty noted for exemplary teaching to identify support systems that help students succeed. Based on attrition reports across postsecondary institutions that show approximately one-fourth of students who leave college before degree attainment, finding solutions that can help students succeed is, therefore, needed. One solution may be to include faculty who can support students based on their regular interactions with students, both in and out of class. Transformational teaching (TT) and relational pedagogy (RP) provided two conceptual frameworks to examine faculty's instructional practices that would lead to finding support systems that best reflect the practices they implemented. TT and RP were selected as two teaching frameworks based on their focus on active learning and teaching within a relational context that provide important support resources for students. This qualitative, multiple case study examined interview data of six full-time faculty noted for exemplary teaching to explore the support systems facilitated through their reported instructional practices. The findings in this study demonstrated how faculty articulated varying levels of social support for students through collaborative learning that aligned with TT and RP. The findings also demonstrated how faculty modeled care for students, which challenges negative student perceptions of faculty as uncaring. This study contributes to a body of existing literature that focuses on the role of faculty in helping students succeed throughout their undergraduate careers by including effective teaching practices that help students succeed. [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.]