To ensure the successful academic progress and enjoyment of postsecondary education students, it is crucial for both instructors and students to make every effort to eliminate or reduce boredom and complacency in the classroom. This factor is particularly important, given the numerous challenges that students currently face, which can hinder their ability to earn their desired degree. This study addressed the persistently high rates of college dropout by evaluating teaching methods. The study explored instructor perspectives to improve the learning experiences of students and improve retention. The research conducted 11 semi-structured interviews with faculty members from Canada and the United States using a phenomenological model to systematically collect the data. The study focused on three primary areas of inquiry prompting the following research questions: (1) What teaching styles have been explored and found effective by instructors in improving the learning experiences of students? (2) How can instructors best improve the learning experiences of their students? (3) What can instructors learn from students to help them to continuously improve their teaching styles and their students' learning outcomes? Several recommendations arose from the findings. Among these recommendations are developing relationships with students, using a variety of teaching approaches, addressing diversity in the classroom, continually updating their use of technology, and using differentiated instruction for different ability levels. [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.]