This phenomenological research study explores the lived experiences of full-time faculty experiencing both organizational and instructional changes within their institution. Higher education organizations are facing increased challenges to sustainability, forcing them to make structural changes within the organization. When organizations adopt new instructional designs and models, it is imperative to understand the faculty experience to improve the institution's overall success. This qualitative study employed a hermeneutic phenomenological approach, conducting in-depth interviews with twenty faculty members from three merging institutions who experienced organizational restructuring and instructional changes. Interviews with participants were analyzed using the hermeneutic circle, showing the importance of administrative choices during change, the role of organizational culture when merging cultures, and faculty need for support when adopting new instructional modalities. This study illuminates the lived experiences of faculty amidst institutional transformations, offering valuable insights for higher education leaders to support faculty and navigate change processes effectively. [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.]