Much has been written about library commons in recent years. For the most part, that literature has dealt with designing information and learning commons that support student learning by giving them the tools and resources they need for their academic work. However, few authors have discussed how a library commons might facilitate collaboration and communication between faculty and students. To lay the groundwork for that discussion, this article explores why a library commons successfully engages students but not faculty, describes one strategy that a commons might use to involve faculty in its operation, and outlines the potential benefits of involving faculty in a commons.