With the projected growth of the older adult population, an anticipated increase can be expected in the number of third-age learners (60-80 years-of-age) returning to college due to life transitions, pursuit of encore careers, or for the purposes of generativity, and self-actualization. In a society that values youth, and whose institutions continue to perpetuate ageist attitudes, education can be a force in equalizing the opportunities available for lifelong learning. Community colleges are in a unique position to meet the learning needs of this distinctive group of learners, by providing an educational home for their educational endeavors. In furthering the research, the purpose of this case study was to examine how faculty perceived the third-age learner (60-80 years-of-age) in their college classes, in order to better understand how ageism affected the teacher/learner relationship. Ten faculty at a rural community college, shared their perceptions of and experiences with the third-age learner, through rich, thick descriptions. The findings of this research identified three primary themes which included (a) mindfulness, (b) reciprocity, and (c) reframing. Regardless of age, faculty were mindful of the individual, through their non-judgmental attitudes. In recognizing that third-age learners hold a wealth of experience and knowledge, a reciprocity developed, in which there was a mutual sharing of the teacher/learner role. This reciprocity ultimately leading to a reframing of the learning environment to a cross-generational dynamic. Through this cross-generational approach, third-age learners can have a positive impact while challenging ageist stereotypes, in creating a mutually beneficial learning atmosphere. [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.]