Required gateway courses in higher education present ongoing challenges to student persistence, retention, and degree completion. Adaptive learning technology (ALT) offers personalized support and generates learning analytics that can inform faculty teaching and course design practices. This qualitative case study examined faculty experiences with ALT in undergraduate gateway courses across diverse U.S. higher education institutions (HEIs). Analysis of ten faculty interviews and a focus group revealed three main themes: student experience, faculty role and institutional support, each with subthemes that convey the benefits and challenges of using learning analytics in adaptive gateway courses. The findings show that faculty value actionable learning analytics to personalize student support, exhibit varying approaches to changes in their faculty role using learning analytics, and emphasize the need for quality training in adaptive courseware and learning analytics. Faculty also have nuanced perspectives on the role of learning analytics in implementing and scaling adaptive gateway courses. The results suggest practical implications for higher education leadership to: (1) provide dedicated training for faculty using adaptive courseware and learning analytics to continually improve gateway course design and teaching practices; (2) ensure ALT developers work with faculty and instructional designers to align software features with student and course requirements; and (3) regularly evaluate diverse student experiences with faculty to reduce DFWI rates and improve student outcomes. For implementation and scaling of ALT in gateway courses, faculty emphasize the need for transparency from institutional leadership and ALT vendors, and to educate all stakeholders including students, parents and HEI staff to mitigate misconceptions, ensure ethical use of data and optimize ALT's adaptivity and data features to fully embrace its potential for improving student success. [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.]