This thesis focuses on how new college faculty learn to teach. It is a qualitative study involving four first year Ball State University college professors from different departments. The past research explores faculty beliefs, skills, and styles as well as graduate preparation for teaching. The literature also covers faculty development programs, university and administrator influence, and the future of college teaching. The researcher used observations and interviews in the research design and analyzed the data by coding it into themes. The findings are discussed within the following topics: teaching techniques, professor experience, faculty development, graduate preparation and teaching assistantships, formation of teaching style, and professors' personal theories. The conclusion includes a discussion of how past experiences have taught professors how to reflect on their teaching to make modifications and how there is a lack of emphasis placed on teaching in the graduate schools. The substitution of teaching techniques for a teaching style, as well as, the amount of training professors have in college student development is also explored. The discussion also includes how new professors form personal theories of teaching. There is also a section on some specific findings for Ball State University, as well as recommendations for future research. / Department of Secondary, Higher, and Foundations of Education