Grounded in self study and personal and professional reflection, this is an inquiry into how seasoned, long time and close to retirement teachers can do their best work on a shifting college landscape in a changing world. Recognizing teaching and learning as the college's core business, the author explores mentorship, community among teachers, faculty orientation, teacher as curriculum maker and the changing relationship among administrative leaders and faculty. This paper offers a perspective on supporting seasoned teachers in the sustainability of genuine learning on the college landscape.