This paper first seeks to identify cultural factors of faculty, staff, and students within Higher Education Intuitions (HEI) and then understand how those factors affect the individual as well as the overall larger population of all studied groups to create cultures of quality excellence. Secondary data collected from government databases was used for the research. The independent variables included cultural factors for each stakeholder and the dependent variables included satisfaction levels of each stakeholder. Faculty and staff independent cultural variables included Performance Management, Supervisor/Department Chair Effectiveness, Communication & Collaboration, Diversity, Inclusion & Belonging, and Mission and Pride. The dependent variable for faculty and staff was Job Satisfaction/Support. Student independent cultural variables included Academic Emphasis, Learning with Peers, Experiences with Faculty, and Rich Educational Experiences. The dependent variable used for students was Student Satisfaction. Each were studied by means of multiple linear regression, ANOVA, and/or correlation analysis using SPSS v28. It was found that Performance Management most affects faculty satisfaction levels, while Communication & Collaboration and Diversity, Inclusion, & Belonging most affect staff satisfaction levels. For faculty and staff satisfaction, regression equations have been developed. Academic Emphasis and Learning with Peers most affect student satisfaction levels, and there was a moderate correlation between faculty satisfaction levels and student satisfaction levels. Interest in quality cultures within HEI has not been holistically researched to facilitate understanding and improving campus climates compromising faculty, staff, and students. This study will be beneficial to adding to the current body of knowledge to support improving campus climates. Since there was a gap in research that identified and incorporated all internal HEI stakeholders together, the implications of this study include adding to the current body of knowledge to comprehensively include faculty, staff, and students. This research was limited to public four-year institutions within the University of North Carolina System Schools, and it does not take into consideration any other type of institution based on degree, Carnegie classification, research emphasis, or academic offerings. [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.]