Faculty-in-residence programs are a distinct feature of residential colleges (Ryan, 2001), but more recently, institutions of higher education have created more opportunities for faculty to reside in various types of living-learning programs, including theme housing and first-year experience communities. Within the context of this study, faculty-in-residence are defined as faculty members who live in a residential community full-time with their family and seek to actively contribute to the development of students within the community. This study reports the creation and validation of a psychometric instrument developed to examine student-faculty interactions in faculty-in-residence programs. In addition to the type (formal or informal) and nature (academic, social, or deeper life) of student-faculty interactions, the authors also sought to examine student awareness and perception of the faculty-in-residence program. They created 4 additional variables to measure student knowledge of the faculty-in-residence position (knowledge); perceived value of the faculty-in-residence position (value); level of comfort in approaching the faculty-in-residence (comfort); and perception of the faculty's contribution to the norms of the environment (experience). This led to the creation of a 73-item instrument, the "Faculty-in-Residence Survey," intended to capture the impact of the faculty-in-residence program across these 10 distinct variables: knowledge, value, comfort, experience, informal academic, formal academic, informal social, formal social, informal deeper life, and formal deeper life. The instrument was administered to 2 residential colleges at 2 distinct institutions via e-mail from the faculty-in-residence of each community to all students living in each respective residential college. The authors conducted a principal components analysis to evaluate the validity of their instrument and to further inform their conceptual framework. Findings revealed informal and formal interactions were not independent constructs that could be measured separately. This finding provides evidence that, although administrators may conceptualize programmatic and informal interactions as separate constructs, students in a residential community with a faculty-in-residence do not make these distinctions. Second, the comfort and experience variables were not independent latent constructs. Items related to those constructs were either absorbed in one of the other 5 validated constructs or removed from the instrument.