Faculty professional development is critical to support effective teaching, research, and service contributions. Sequential mixed methods were used to develop an understanding of tenure track faculty professional development needs at a rural, regional institution of higher education in the southern United States. Results from a faculty survey and follow-up focus groups indicated faculty prefer content-specific professional development delivered through conferences related to their field of study and by peers who are experts in areas of teaching and research interests. Barriers to accessing quality professional development included time, monetary support, and competing interests of teaching and learning center and individual faculty interests. Implications for practice and future research directions are reported.