Student perceptions of faculty-student interactions are well-represented in existing research (Fauria & Zellner, 2015; Hoffman et al., 2002; Reason et al., 2007; Schwartz et al., 2018; Tinto 2000, 2012). However, faculty perceptions of this phenomenon have limited presence in the body of knowledge within scholarly literature (Cox et al., 2010; Morales et al., 2017). This research project explored faculty perceptions of faculty/student interactions with students who possess common characteristics of first-generation college students in their first year of college at a small all-women's private Midwestern institution located in the United States. The research questions included: how faculty members describe these interactions, what interactions faculty members feel have positive impact on first-generation college student social integration, and missed opportunities identified by faculty members regarding the social integration of first-generation college students. This research project was a phenomenological study comprised of semi-structured interviews with six faculty members who teach freshman-level female college students in a small, private, all-women's residential institution located in a large city in the Midwestern United States. Criterion sampling procedures were used to identify potential participants. The data analysis procedure was emergent and inductive. Common themes were identified, analyzed, and categorized. [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.]