As increasing numbers of adults return to school for advanced degrees, more non-traditional-aged new faculty are appearing in our institutions. These older adults, most of whom have had a distinct career before moving into teaching, face additional challenges above those of a new faculty member related to their age and prior professional experience. This study used the National Survey of Post-Secondary Faculty, first with the 1999 data and later with the 2004 data, to observe the differences between this non-traditional group and more traditional-aged new faculty, as well as to assess the satisfaction, success, and likelihood of achieving tenure for this group. (Contains 7 figures.)