Little is known about the extent to which higher-education faculty members required help and resources transitioning back to face-to-face teaching and learning both during and after the COVID-19 pandemic. Problems have included (a) determining the best resources and technologies for faculty members to use in the classroom in order to ensure that students feel safe and engaged, (b) identifying best practices that faculty members can implement to improve their skills in response to the pandemic, and (c) the need for professional development to help faculty members implement available technologies in the classroom properly. The purpose of this study was to determine the extent to which higher-education faculty members required help and resources transitioning back to face-to-face teaching and learning both during and after the COVID-19 pandemic. In order to understand the needs of faculty members returning to face-to-face teaching and learning, the researcher conducted semi-structured interviews with 10 faculty members at a small, private university in rural Ohio. The interviews were recorded and transcribed into Word documents, coding strategies were applied to the transcripts, and common themes were identified. The findings for RQ1 resulted in three themes: (a) assistance with technology, (b) assistance communicating with students, and (c) assistance accessing and implementing strategic tools. The findings for RQ2 resulted in two themes: (a) consistency in enforcing protocols and (b) support services. The findings for RQ3 resulted in two themes: (a) figuring out how to connect with students and (b) developing new strategies for implementing technology. Recommendations for practice include (a) developing a crisis management plan, (b) creating policies aimed at helping students obtain personal electronic devices, and (c) creating a central repository of teaching ideas in response to the demands of a pandemic. Recommendations for further research include (a) exploring the perceptions of students in addition to teachers regarding their needs and preferences of learning modalities in response to a pandemic or other emergency, (b) analyzing and evaluating the protocols that other universities implement to support faculty members during periods of crisis, and (c) including faculty members from a more diverse number of academic departments within the university. [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.]