The purpose of this study was to replicate the American Dental Education Association 2007 Dental Faculty Perceptions of Workplace Environment survey at A Southeastern University, College of Dentistry. The study examined dental faculty perceptions of academic workplace variables including culture and environment, as well as professional development support and resources at SEUCD. In addition, the study collected data on significant workplace environmental factors that best predict overall faculty job satisfaction at the college. The study examined faculty perceptions of workplace environment with regard to gender, as well as professional attributes, including tenure status, academic degree, faculty rank, job position, salary, history of effective mentorship, total number of years in academic dentistry at SEUCD, and total number of years in academic dentistry, regardless of academic institution. Following IRB approval, an online survey about faculty perceptions of workplace environment was sent to 168 full-time faculty at A Southeastern University, College of Dentistry, main campus. Fifty-seven faculty (34 percent) responded. The research indicated that faculty with lower salaries were less likely to perceive availability of opportunities and resources for faculty development, including promotion and tenure workshops and mid-tenure review and feedback. Faculty not effectively mentored by a senior academic colleague were less likely to perceive availability of opportunities and resources for faculty development, and were more likely to rely on outside resources for development. Less than 50 percent of faculty were aware of formal mentoring programs for new or untenured faculty. Faculty not effectively mentored were less likely to report positive collegial relationships or to perceive fair treatment by department chairpersons. A history of effective mentoring by a senior academic colleague was found to be a significant factor in relation to overall job satisfaction and satisfaction with the balance of career and personal life. Perceptions of availability of professional development support and resources, as well as perceptions of an inclusive, collegial academic environment and culture, contribute to overall job satisfaction and satisfaction with the balance of career and personal life. The college should provide, promote, and support policies and programs which foster faculty mentoring and professional development, and which contribute to an optimal academic environment and culture. Creating positive change in the academic workplace environment contributes to faculty job satisfaction, and to the recruitment, development, and retention of future dental faculty. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]