This paper argues that the smaller teaching colleges or universities have, out of necessity, become models of maximum faculty productivity within a context of diminishing financial resources. Specifically, the paper responds to the question: How can faculty at primarily undergraduate institutions teach twelve or more hours a week and publish? First discussed are four assertions about the ways small to medium liberal arts undergraduate colleges differ from larger institutions in terms of teaching requirements and overall faculty demands. Next, a case study is presented involving Wilkes University (Pennsylvania) and the employment of a Faculty Development Committee (FDC) for fostering faculty-undergraduate student research collaboration. This is followed by an examination of a funding model used at Wilkes University involving on-campus funding for faculty-student research. Also discussed are the experiences obtained from participation in a faculty development-funded research project where students also participated in the research. The paper concludes with observations concerning the questions that were addressed before submitting a proposal to the FDC for funding, what positive outcomes came from the faculty-undergraduate collaboration, and what such collaboration has done for the students who participated in it. The appendix includes the FDC guidelines for faculty submission of proposals. (GLR)