The purpose of this qualitative descriptive study was to explore how bilingual full-time and adjunct university faculty in a dual-language program described their experiences with professional development to meet college English Language Learners (ELL) students' academic needs in the state of Florida. Through in-depth semi-structured interviews and two focus groups full-time and adjunct bilingual university faculty described their experiences with professional development in a dual-language program. This study was robust by the Knowles Theory of Andragogy and Kolb's Experiential Learning Theory. The findings revealed that adults have specific learning requirements and that they learn by experience in a learning cycle of experiencing, interpreting, reflecting on the experience, getting a new idea, and putting it into practice what they learned. The findings further showed that faculty learn, internalize, reflect and apply strategies they consider important and effective for themselves and having their own learning requirements made a difference in the success of them meeting ELL student's academic needs. The findings of this study may aid dual-language program universities and colleges to listen to and understand that faculty opinions and needs may help them enhance their design and implementation of professional development training for bilingual faculty resulting in a more positive and successful experience. [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.]