Learning in higher education is often perceived from the standpoint of the students, yet faculty are also learners. To investigate what faculty learn from their interactions with students, the authors analyzed interview data from 40 early post-tenure faculty and learned that (1) faculty approach subject matter differently than students and (2) the difference between faculty and student expectations for learning can prompt emotional responses ranging from joy to frustration. These insights speak to faculty understandings of their students as learners and how such understandings may develop within their work as teachers. The findings also indicate the importance of faculty sharing and examining their understandings of students within professional development.