The purpose of this qualitative phenomenological research was to better understand the lived experiences of faculty teaching in a community college setting who have addressed behavioral concerns related to students with disabilities (SWDs). Much of the existing research is focused on the experiences of the students, not the faculty. Research is also commonly focused on four-year programs. This research aimed to explore the faculty experience to identify the similarities, and thus identify the essence of the phenomenon. This research was guided by the following research questions: (1) How do faculty describe their lived experiences addressing behaviors of concern related to students with disabilities? (2) How does knowing in advance that a student has an identified disability influence faculty's decision to make or not make a behavioral intervention referral? (3) How do faculty describe their lived experiences with the behavioral intervention programs in higher education (i.e., Student Code of Conduct, CARE teams)? (4) What do faculty describe that departments and institutions need to do to equip faculty with the knowledge and resources needed to help their students with disabilities? Data was collected using semi-structured interviews, artifacts, document reviews, field notes and archival data. The qualitative data analysis was informed of three themes: (a) faculty training, (b) decision-making, and (c) lived experiences. Four results emerged from this study. Result One: Faculty manage student behavior on three fronts: through pedagogy, in the classroom, and emotionally. They need training to match these efforts. Result Two: Faculty work hard to help their students succeed, and when their students require behavioral intervention, the student is not the only one experiencing difficulty. Result Three: The end of an IEP should not mean the loss of a team. Students and faculty benefit when communication is open, and collaboration is intentional. Result Four: Faculty will use every resource available to support their students, and the more they know about resources, the more students will benefit. By identifying the essence of the phenomenon, this research identifies ways to better support faculty and SWDs at the community college level thus contributing to student success and improved and supportive working environments for the faculty members. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]