Joy, freedom, and benefit--the reasons we are at our colleges and universities. The joy of learning, the freedom to grow, and the benefit of education are all basic human rights, or at least they ought to be. We believe that both honors and faculty development affirm, support, and sustain those rights. We married in 2000, at the beginnings of our careers in honors and faculty development, after meeting in 1997 at a summer teaching workshop (a meet-cute at its best!). The workshop was about multiculturalism in the classroom, and it featured Kolb's Cycle of Experiential Learning and micro-teaches. Neither of us remembers much else from the workshop, but it was the start of a long and beneficial personal collaboration based on that joy of learning and a limitless freedom to grow alongside a deep caring for the education of our students. What brought us together in that workshop might very well have been the shared desire to help colleagues and students not just to perform better but to have a richer experience; in most institutional settings, honors and faculty development do not automatically go together--neither of us knew in 1997 that the other existed--the relationship must be actively fostered. At Cal Poly Pomona, as in many places, the faculty development center has a mandate to support "all" instructors teaching "all" students, while honors focuses on a smaller student group with its special characteristics. Both enterprises, usually located within academic affairs, tend to be units that do not fall neatly into any particular discipline or college. Despite having offices on the same floor of the same building in the same university for 15 years, plus a mention in academic senate documents that honors and the faculty center should work together, our collaboration remained informal and on our own time, consulting at the dinner table on ideas and ways to implement the best plans in our somewhat separate arenas. The relaxed arrangement has worked for us, and today both honors and faculty development thrive at Cal Poly Pomona. This volume presents a different kind of relationship: purposeful, strategic collaborations between honors and faculty development. We greatly admire the outstanding work described in these chapters and appreciate the work that has gone into articulating the diverse initiatives, programs, and processes and their value in improving teaching and learning. We are awed by the wonderful array of artisanal programs, sprawling multi-institution relationships, and communities of practice for both students and faculty. We are inspired by the stories of striding boldly through disciplinary barriers and promoting institutional change, of the relationships developed and innovations explored. These chapters make us want to go back and do it all again! Importantly, we must remember that reading a finished journal article, book chapter, or monograph is a little like enjoying a beautifully cooked meal. You do not see the chaos in the kitchen, let alone the long, complex, fraught effort from seed to fruit to table. The labor of honors and faculty development involves composing endless emails and scheduling polls, sending reminders, satisfying programmatic or grant requirements, figuring out bureaucracies, determining who needs to be convinced next. Unlike the meal, this work measures in years or decades, not evenings or even seasons. But we do not stop because we know the prize for both faculty and students, a prize ably delivered in "Where Honors Education and Faculty Development Meet": the joy of learning, the freedom to grow, and the benefits of a deep, rich education.