Faculty from diverse backgrounds benefit the academy through varied perspectives in research, mentoring, community engagement, and in the health professions, patient care. Cluster hiring is one method used to build interdisciplinary research teams and to build diversity in faculty bodies. This study investigated transition (smooth entry and welcome) and orientation experiences and experiences with microaggression of Black women faculty hired in the health sciences through a campus cluster initiative. Research questions included: 1) How do orientation and transition processes impact Cluster faculty feelings of welcome? 2) What acts, activities, or occurrences influence Cluster faculty feelings of welcome either positively or negatively? and 3) How have microaggressions impacted Cluster faculty feelings of welcome? Semi-structured interviews were conducted with 11 Black women faculty. Thematic analysis identified their nuanced experiences, perceptions, and attitudes and led to categorization across seven prominent areas including (1) recruitment and transition, (2) orientation, (3) communication, (4) community, (5) self-advocacy, (6) microaggression and bias, and (7) outside stressors. After the offer and before arrival, few departments engaged faculty beyond administrative tasks. Academic orientation was disorganized, and almost nonexistent for dually appointed faculty. Attention paid to faculty members' well-being and that of their families garnered goodwill; efforts to get to know faculty generated feelings of being welcomed. Faculty encountered microaggression and bias in departmental spaces. Findings suggest lack of attention to transition is a missed opportunity, disorganized and insufficient orientation impacts faculty entry. Intentionally engaging new faculty in departmental culture and attending to their experiences is critical. Cluster hire programs should establish comprehensive, organized programs of information delivery for each stage of the faculty hire process and monitor progress to be sure needs are met. Future research could compare the transition and onboarding experiences of Cluster faculty vs. other groups. Results may shed light on whether faculty race or Cluster involvement is a factor. There may be implications for an institution-wide reset of orientation and onboarding processes. [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.]