A Faculty Scholarship Community (FSC) is a community of practice whose members share an interest in scholarly productivity. This descriptive study examines key factors that enabled a small group of non-tenured faculty, new to their institution, to form a thriving FSC. Members employed autoethnography as the method for examining the impact of the FSC. Findings show that the trust and well-being forged among members positively influenced their scholarly output and ability to manage disruptive changes in their institutional environment. These results indicate the important role a caring community can have on the professional development of faculty in the academy.