This study shows the connection of open educational resources (OERs) as a tool for student retention and a mechanism for faculty professional development. The implementation of OERs in lieu of traditional textbooks helps alleviate student costs (Lantrip & Ray, 2021). Cost has been indicated as a reason faculty choose course material (Seaman & Seaman, 2017). Despite this, faculty remain unaware of OERs, making this opportunity a "slow burn" (Katz, 2019) in higher education. The research indicates that faculty support is needed to boost OERs within higher education (Werth & Williams, 2021). This research study explores how OERs can be considered as a professional development tool (Chismar, 2015; Finlayson, 2020) and support student retention within higher education. Three research questions (RQs) are addressed within this study. RQ1 asks "What factors drive faculty to adopt course material in higher education?" RQ2 asks "To what extent have faculty implemented OERs within their courses during COVID-19?" RQ3 asks "What is the perception of OERs as a professional development tool within higher education?" This study used a non-experimental, cross-sectional descriptive quantitative design with a sample of 33 participants through survey research. The instrument was modified from a survey developed by Hayman & eCampusOntario (2018). Inclusion criteria for participation in this survey were faculty who taught at least one class during the semesters of Fall 2020-Spring 2022, a period that aligned with the COVID-19 pandemic during which operations for the higher education industry were scaled down (Niemczyk, 2021). Findings from this study indicate that faculty chose course material based on cost. The study showed that though some OERs used during Fall 2022 were implemented during Fall 2020-Spring 2022, the findings were not statistically significant. Finally, the overall perception of OERs was positive and most of the respondents agreed that they could be used for professional development. The outcomes of this study underscore the importance of examining OERs through the lens of professional development as they adhere to components of the faculty role. Implications of this research included broadening the faculty evaluation process to incorporate aspects of OERs creation. This ensures that faculty can leverage their work and research already completed as part of the field and apply this to their careers within the academy. [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.]