This research study examined faculty experiences with diversity and how it influences their work at a liberal arts college in the Midwest. There is a wealth of literature documenting student experiences with diversity at liberal arts colleges, but the literature is limited in terms of faculty experiences. The study integrated Gappa, Austin, and Trice's (2007) framework for faculty work and Umbach and Kuh's (2006) framework for diversity experiences at liberal arts colleges to create a new framework that captures faculty members experiences with diversity and how it influences their work. This is a qualitative study using a phenomenological approach to gather information on faculty experience with diversity at liberal arts colleges. Phenomenology is the study of human experiences and perceptions of the individuals being interviewed or observed (Nieswiadomy, 2011). There were nine study participants that are pre-tenure or tenured. Participants answered open-ended questions through interviews to solicit information in answering the proposed research questions of what are faculty members' experiences with diversity at liberal arts colleges and how these experiences affect their work. The study found that faculty experiences are influenced by their families and backgrounds, educational experiences, and the political climate. The external issues that occur in the country and community also impact how faculty member experience diversity and diversity influences their responsibilities in academia. [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.]