State colleges in Florida are subjected to performance-based funding and must meet state-mandated performance measures to receive core funds each year. Efforts to improve student retention and completion rates are made not only by the leadership of the state colleges, but by the faculty members. The purpose of this single, holistic, qualitative case study was to understand and describe faculty members' beliefs about any changes they made to their own mindset and to their teaching strategies based on performance-based funding measures placed on them while employed in a state college in Central Florida. The conceptual frameworks for this study included performance-based funding theory, and student retention strategies theory (Basham, 2012; Den Hartog, Van Muijen, & Koopman, 1997; FDOE, 2015; SUSFBG, 2014), and faculty member mindset theory (Dweck, 2000). Nonprobability purposive sampling produced a sample size of 15 participants from a single state college in Central Florida. The data sources included a pre-interview questionnaire, interviews, a Faculty Teaching Strategy Survey, and a review of archival data. Three research questions guided the research study. Results revealed seven primary themes that provided answers to the three research questions. The seven major themes were adapting to performance-based funding, use of high-impact teaching strategies since performance-based funding, faculty mindset, faculty accountability, professional development, barriers to faculty, and use of high-impact teaching strategies before performance-based funding. The recommendations included the Holmes Framework for Faculty Adaptation to Performance-Based Funding in State College as a best practices framework that consists of three components (e.g., Communication, Inclusivity, and Professional Development) and included recommendations to create open lines of communication between faculty members and administrators, ensure inclusivity amongst faculty members and the institutional efforts to increase performance, and promote a growth mindset for faculty members supported by rich professional development experiences. Recommendations for future research included: (a) future researchers should conduct a quantitative or mixed-methods study to expand on the results from the current qualitative study, and (b) to conduct more studies within the 28 state colleges of the Florida College System. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]