Compassion satisfaction and compassion fatigue are best described as the good stuff and the bad stuff that comes from our emotional engagement with those who are suffering (Stamm, 2010). The literature on compassion satisfaction and compassion fatigue in higher education is minimal and limited to studies pertaining student affairs practitioners and nursing educators (Bernstein-Chernoff, 2016; Gardner, 2015; Hoy & Ngyuen, 2020, Raimondi, 2019; Stoves, 2014). This is problematic because the consequences of compassion fatigue and the benefits of compassion satisfaction are minimally understood while the client population, students, continues to exhibit increased and sustained mental wellbeing struggles (ACHANCHA, 2017; Eisenberg et al., 2007). This dissertation is a qualitative research study that investigated the ways tenure track faculty members experience compassion fatigue, compassion satisfaction, and the consequences of those experiences because of working with students. Using professional quality of life theory and appreciative inquiry as theoretical frameworks, this research found that students were a driving force of compassion satisfaction and that the faculty work environments are strong sources of burnout. Implications based on these findings were discussed to address the nature of the faculty work experience both to leverage the positive attributes from working with students and the negative aspects of the faculty work context. [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.]