Faculty positions are commonly based on the person's credentials, publishing, grants, and research. Institutions rarely focus on faculty's curriculum and instructional backgrounds: the growing concern is, why? The purpose of this study was to examine higher education leaders' assumptions, perceptions, and expectations about how to make faculty more instructionally successful in 21st century higher education classrooms. The goal was to contribute to the literature and recommend outcomes to make faculty more effective. This study used the qualitative method transcendental phenomenological to examine six higher education deans and seven faculty members from 12 different NWCCU-accredited universities. Data showed credentials are a driving force in hiring faculty, that deans assume a lack of instructional background, and skills can be remedied through mentoring, curriculum designer-planned learning management systems, or teaching and learning centers. The study further revealed that deans value instructional skills and methods; however, these skills are optional for hiring or as a requirement for faculty to maintain employment. Accreditation credential requirements reinforce these hiring and employment practices. Pedagogy background was not a basis for faculty hiring, yet this study discovered a need for preparation for a career in academics. Based on the dean and faculty interviews, there is a desire for more instructional curriculum or methods courses prior to first-time instruction. These findings imply that more pedagogical curriculum solutions are desired. [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.]