Faculty-in-residence programs have recently returned to the forefront in higher education. This paper investigates how residential students experienced a recently established faculty-in-residence (FIR) program at a mid-sized public university in Southern California. Drawing on existing research on faculty-student interaction, the paper explores the kinds of interactions students had with faculty in the context of the FIR program and how different types of interactions impacted outcomes for students. The study draws on data from interviews with one graduate student and six undergraduate students who participated in the FIR program. The paper concludes that (1) residential students who had frequent interactions with FIRs tended to share similar experiences of social and academic challenges, and (2) the FIR experience helped students to address these challenges. The study also highlights relationships among students and FIRs that helped students to address the big questions of life and understand that lifelong learning extends beyond the classroom. [Discussion questions developed by Denise Davidson, Brianna Fulp, and Nick Paseano.]