This case study of a single campus of a California public university looks at what involvement faculty want in the financial components of the shared governance of their institution. It explores their real involvement on a campus with a particularly strong shared governance culture and systems, where academic senate subcommittees allow faculty to consult on significant budgetary matters such as faculty personnel allocations. Within the context of a strong governance model where leadership is receptive to faculty input, this study finds that faculty are satisfied with consultative involvement in financial decisions and have adequate opportunities to pursue or opt out of involvement in this area. While faculty on this campus are largely satisfied with the nature of their involvement, they do call for greater transparency regarding the university's financial situation and the rationale for significant financial decisions. The study also sheds light on why faculty do or do not choose to become involved in this area of shared governance focusing on factors such as fairness, educational quality, and time. It offers an in-depth exploration of an exceptional case, showing how one campus has made it possible for faculty who want a voice in financial matters to have one, and detailing some of the costs and benefits of their involvement. It offers important considerations for other colleges and universities that are interested in improving their governance practices or in increasing faculty engagement in financial areas of governance. [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.]