This study is an exploratory study of faculty members' knowledge and perceptions toward of with academically vulnerable college students who are specifically experiencing reading and writing difficulties. Data were gathered from 174 college faculty at six higher education institutions throughout northwestern Pennsylvania via an online electronic survey. The results suggest gaps exist between faculty perceptions of their role in working with academically vulnerable students and the implementation of assistance needed by this population. This study determined that more research is needed to determine the professional development requirements for faculty, particularly on instructional techniques to effectively work with this student population.