Faculty members' network characteristics influence their teaching and the types of information they acquire. Given the gap in empirical knowledge on agriculture university faculty members' teaching-focused networks, this mixed-methods study focused on identifying characteristics of agriculture university faculty members' teaching-focused personal networks. We also investigated why faculty members communicated and what topics they discussed with their teaching-focused contacts. Social network theory (Borgatti & Halgin, 2011) and social capital theory (Lin, 2001) guided this study. Utilizing egocentric network analysis, we found that agriculture university faculty members typically communicated with a few close individuals within their departments and in the same discipline. Further, the qualitative study indicated that faculty members' main rationales for interacting with their teaching-focused contacts were their contacts' expertise in teaching and subject matter, personal and professional relationships, and approachable personality. In addition, faculty members communicated with their contacts for advice and feedback, information and resources about teaching, administrative matters, and emotional support. The findings showed that faculty participants' teaching-focused contacts significantly benefited their teaching enhancement and professional development. The study offers valuable insights into faculty members' teaching-focused personal networks and implications for faculty instructional development.