This study examines student-faculty relationships at a small women's college where STEM students rely almost exclusively on faculty members for academic support. Students at comparison schools, including two of similar size, rely primarily on peer study groups. To understand this difference, students and faculty interviews, classroom observations, and a mission statement content analysis were conducted. The authors hypothesize that the institution's mission and small size create a culture of increased faculty access and engagement, both inside and outside the classroom. They argue that this strategic approach could benefit students from a wider demographic and could be adopted advantageously by other institutions.