Despite the increase of foreign-born faculty in U.S. higher educational institutions, studies of the factors that challenge foreign-born faculty at higher educational institutions in the U.S. remain scarce. The purpose of this quantitative study is to examine factors that impact the level of job satisfaction of foreign-born faculty at a Midwestern higher educational institution. This study examined how demographics and job environmental characteristics influence foreign-born faculty who teach across all undergraduate disciplines at a Midwestern university. The participants were recruited from the business, industry, life science, agriculture, engineering, mathematics, sciences, liberal arts, and education departments. Participants were asked to complete a 27-item survey that included an Index of Job Satisfaction tool to measure the level of foreign-born faculty's job satisfaction. The finding indicated no significant relationship existed between foreign-born faculty's job satisfaction and demographic characteristics. However, the data analyses revealed that job environmental characteristics were found to have influences on foreign-born faculty's job satisfaction. The evidence from this study showed that job compensation or salary, receiving feedback from supervisor, and socializing with coworkers predicted job satisfaction of foreign-born faculty. The study recommends that institutional leaders review studies on the needs of foreign-born faculty members in order to recruit and retain them at their universities. [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.]