Competency-based education shifts the focus from teacher-led instruction to student-centered learning, where faculty take on the role of facilitator of learning. While a fair amount of literature exists around the administrative decision-making process and student experiences in competency-based education, there is little in the way of research surrounding the faculty experience. This study sought to better understand how faculty in higher education perceive that they are best supported during transition to a competency-based education environment. Developing a richer understanding of faculty perspectives via cross-case synthesis provides insights for those in higher education to understand how best to support faculty as they transition to competency-based education. Understanding and operationally adjusting to this new perspective of teaching and learning requires a shift not only in the day-to-day functions of a faculty member, but also to basic assumptions of what it is to be a faculty member in higher education. Faculty perceive that they are best supported in a transition to a competency-based education environment by legitimizing the value of competency-based education, supporting scholarly activities, providing ongoing professional learning specific to instructional strategies and assessment strategies that support student-centered learning, collaboration that extends beyond competency-based education programs, and ongoing administrative support. [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.]