The purpose of this dissertation in practice was to explore the experiences of Gulf Coast State College faculty in the wake of Hurricane Michael, in an effort to better understand how both the storm and the institution's response shaped instruction and student success. The intent of this study was to determine if the policies and practices implemented by the institution supported or interfered with the work of faculty. This research was comprised of an exploratory case study seeking to determine how Hurricane Michael affected faculty members' instructional practices and their perceptions of student success and academic engagement post-disaster. The setting of this study was Gulf Coast State College, a 2-year institution located in the Panhandle region of Florida, and focused on faculty members teaching courses at Gulf Coast State College during the Fall 2018 semester, when Hurricane Michael made landfall. Interviews were conducted with faculty participants to determine what faculty believed to be the most important factors contributing to academic excellence and student success post-hurricane. The qualitative research design was employed to create awareness of a subject where there has been little previous research, define the obstacles to maintaining academic excellence faced by faculty specific to natural disasters, and assess the policies and practices implemented by Gulf Coast State College to facilitate teaching and learning. By illustrating how this event has shaped Gulf Coast State College over time, this research can be used as a template for institutional support of faculty and student academic success, or for institutions facing similar challenges. [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.]