The importance of gerontology-focused classroom and field education has been emphasized heavily in social work education for decades as the population of older adults continues to expand, as does the need to provide services to support the health and well-being of older adults. Although the need for social workers and other professionals who possess competency in relevant aging issues is paramount, various challenges still exist in regard to curricular infusion of gerontological education and generating student and faculty interest in this area of study. This exploratory study highlights empirical findings from faculty and students at a growing metropolitan university with no current gerontology program or gerontology certificate program. The present study employed cross-sectional, quantitative survey research to identify experience, interest, preparedness, and barriers expressed by university faculty and students in regard to addressing a rapidly aging society. Findings contribute to preexisting literature and offer new insight and feasible recommendations for faculty in all university departments to expand gerontological education opportunities.