Healthy and effective faculty members are vital to student learning and ultimately to institutional effectiveness (Finkelstein et al., 2016; Y. K. Kim & Sax, 2017), yet recent challenges and changes to higher education have significantly affected the faculty role and faculty well-being, resulting in increased dissatisfaction, stress, and burnout. These negative faculty outcomes have a significant effect on student success and employee morale. Because of their relatively small size and relational approach to education, Christian colleges and universities are especially dependent upon their faculty for mentoring and teaching; thus, changes in faculty well-being can have an even greater impact on student learning and success. Previous research on the faculty role has tended to focus on satisfaction, productivity, and engagement. However, Martinez (2022) has suggested that the concept of faculty thriving may provide a richer understanding of the faculty experience and better explain their functioning and well-being holistically. Although Martinez studied the validity of this construct, no research has investigated the predictors of faculty thriving. The purpose of this study was to identify these predictors among full-time faculty at U.S. Christian colleges and universities using the Faculty Thriving Quotient (FTQ), a valid and reliable instrument for measuring faculty thriving (Schreiner & Martinez, 2019). The FTQ was administered to full-time faculty members at 17 Council for Christian College & University (CCCU) institutions. Structural equation modeling was conducted on a sample of 820 faculty members. Accounting for 84.8% of the variance in faculty thriving, the final structural model was a good fit to this sample of faculty, X[superscript 2] [subscript (700)] = 2221.759, p<0.001, CFI = 0.931, RMSEA = 0.052. A culture of trust emerged as the largest contributor to the variation in faculty thriving, having the largest direct and total effects. Other significant pathways to faculty thriving included job security, spirituality, equitable environment, work-life integration, and integrity in hiring. From these findings, implications for policy, practice, theory, and future research are recommended. These suggestions include shared governance structures that facilitate meaningful collaboration between faculty and administration, as well as faculty development initiatives that support faculty thriving outcomes. [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.]