This quantitative study determined factors affecting preparedness for higher education teachers who have transitioned from their expert-level fieldwork into academia. It is a common practice for new university faculty members to be recruited from their areas of expertise as clinicians and practitioners (Eret et al., 2018; Freeman & DiRamio, 2016; Savage & Pollard, 2016). Transitioning from a chosen field into a novice teacher can carry varying weights depending on university teaching appointments. Having the qualities of an experienced practitioner is highly desired to fill faculty roles, but the expertise as a practitioner does not necessarily develop the teaching skills (Eret et al., 2018; Freeman & DiRamio, 2016; Savage & Pollard, 2016). Due to the frequent hiring of faculty with limited andragogy training, university learning outcomes can be jeopardized, and the quality of the university could suffer as a result of the lack of foundational educational knowledge teachers need to successfully possess the skill sets required in the higher education classroom setting (Eret, et al., 2018; Freeman & DiRamio, 2016; Savage & Pollard, 2016). This study was completed using the Delphi process. The following research question was used to inform this study: What factors affect new faculty members' feelings of preparedness of teaching in higher education? The theoretical framework used to guide this study was Herzberg's Two-Factor Theory which argues that there are two factors an organization can adjust to influence workplace motivations (Herzberg et al., 1959). [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.]