In the literature, there exists some analysis of the study abroad faculty director (FD) role at U.S. colleges and universities. While the existing research has explored the multiple dimensions of the FD role, there has been less analysis of the place of intercultural development in the role. This study sought to fill this gap in the research literature by examining the FD role and focusing on how intercultural development, which is frequently named as one of the primary goals of study abroad programs, informs this role. The overarching purpose of this study was to explore the role of study abroad faculty directors at one undergraduate, liberal arts college in the United States [referred to in this article as "North American College" (NAC)]--focusing, in particular, on the intercultural dimension of the role. In this study, answers were sought to the following research questions: (1) How do study abroad faculty directors conceptualize their role?; (2) How well do faculty's formal and informal experiences prepare them to serve as study abroad faculty directors?; (3) What degree of intercultural development do the study abroad faculty directors at "North American College" have?; and (4) How do study abroad faculty directors conceptualize their role in the intercultural development of their study abroad students? Methodology, findings, recommendations, and limitations of this study are discussed. (Contains 3 figures and 1 table.)