Teaching quality is a crucial, yet under-valued, component of a quality institution. This study draws upon a multi-institutional study of college teaching, the College Educational Quality (CEQ) study to examine the teaching practices and the culture of support for teaching at one Regional Public University that was included in the broader CEQ study. Through faculty surveys, student surveys, and classroom observations of forty-one courses, this study found that the Regional Public Universities (RPUs) demonstrated characteristics of a Teaching-Supportive Institution. In particular, faculty reported a high motivation for teaching, peer faculty support for teaching, and institutional reward structures that focus on teaching. At the same time, faculty were less likely to report engaging in specific teaching development experiences. The conclusion of this chapter discusses implications for RPUs and the faculty who teach at RPUs.