The purpose of this doctoral study was to gain a deeper understanding of faculty learning from their experiences directing and teaching on short-term study abroad programs. While student learning outcomes in education abroad have been widely studied over the years (Anderson, Lawton, Rexeisen, & Hubbard, 2006; Chieffo & Griffiths, 2004; Mapp, 2012; McKeown, 2009; Ransbury & Harris, 1994), only a few empirical studies (Rasch, 2001; Strang, 2006, Watts, 2015) have examined another vital stakeholder in any university's internationalization strategies: the faculty who direct short-term study abroad programs. This gap in the literature is surprising given the increasing popularity of creditbearing study abroad programs, in particular short-term programs (which can include summer, January term or Maymester) within the last decade. With rising student enrollments leading to an increase in the variety and type of study abroad program offerings, university officials are also working to increase the accessibility of these programs to traditionally underrepresented students. In addition to concerns about program access and equity, institutions of higher education are also addressing questions from parents and other stakeholders about the academic rigor of short-term programs as well as the risk of sending undergraduate students abroad, with differing levels of preparation. Studies (Hoye & Rhodes, 2000; Janeiro, Fabre & Rosete, 2012; Luethge, 2004) reveal the legal exposure faculty directors may face especially overseas when handling individual student emergencies or group-level crises, ranging from natural disasters or terrorist activity, without the support of campus-based offices and systems such as campus police or the student health center. These rising concerns about the evolving landscape in study abroad render it critical to focus not only on students going abroad and their experiences, but also on the faculty directors who are responsible for supervising and teaching their students on the program. Using a basic qualitative research design, the researcher interviewed 16 faculty directors from six different institutions of higher education in the southeast U.S. to investigate the following research questions: What are experienced faculty directors perceiving to be the most important dimensions of their role? And how did they learn about these dimensions? This study sought to answer those two research questions, using Goode's basic typology (2007) as an analytical tool for understanding faculty director's roles and responsibilities from an organizational perspective, while also seeking deeper insights into faculty learning by employing Neumann's (2009) five learning propositions for an 'inside-out' point of view. The role of context in shaping faculty learning was another key component in this study. Findings in this study supported the relevancy of the four dimensions in Goode's typology ("Dean of Students", Logistical, Intercultural, and Academic) to understanding the fundamental responsibilities of directing a short-term program. This study recommended updating the typology to include the addition of certain responsibilities within each dimension, namely, sexual assault awareness, pre-departure preparation, admissions and enrollment management, intercultural mentoring, inclusive teaching practices and experiential learning pedagogy. Other insights gained from this study include changes in faculty identity that can take shape over time when directing a short-term study abroad program, as well as the personal and professional development opportunities faculty directors may experience when leading their programs, that can foster new forms of scholarship, in terms of content and pedagogical practice. [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.]