Faculty-in-residence programs in residence halls are unique opportunities for student-faculty involvement, with high levels of commitment from faculty, students, staff, and institutional resources. This hermeneutic phenomenological study explores a faculty-in-residence program at a four-year public university where the FIR program has resulted in a stronger university community nurtured through building relationships between students and faculty members, exposing faculty members to university operations, providing a bridge between the classroom and life experiences, and establishing an early intervention program. Participants described the FIR program as adding both breadth and depth to the university community within residence life and beyond. We intentionally connect research with practice by offering lessons learned for campus communities that are considering starting or strengthening FIR programs.