Many colleges and universities emphasized a mission to promote global competency development of undergraduate students as a fundamental goal of the academy. The assertion of this research was: faculty global competency must be included in the equation of students attaining global competency. Global competency development by undergraduate students existed in classrooms where faculty imparted, in some format, a dimension of internationalism upon their students. This dissertation sought to examine the motivations and impediments existing for faculty participation. The central question here was: what institutional and/or personal factors encourage or impede faculty participation in international educational experiences? A phenomenological approach was employed to examine this question. The center of the study was a west coast university. The university had a robust internationalized education focus; many students and faculty participated in internationalized education. The action-oriented function of this research was to better understand the motivations or road-blocks for faculty participation in specifically global seminars. Based on the results of semi-structured interviews with five faculty members, solutions were presented to encourage higher faculty participation rates in global seminars. [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.]