Students with psychological disabilities who enter the post-secondary environment can struggle without proper support services. Faculty and staff members typically interact with their students as much as or more than any other post-secondary personnel. This project study explored faculty and staff members' knowledge of supportive education programs and their feelings about engaging/helping these students. Guided by Bandura's self-efficacy theory for faculty and Rogers' humanistic approach to education, which supports the need for faculty involvement and training, this study explored whether faculty and staff members feel effective in addressing these issues with students. A qualitative case study design was employed to explore faculty and staff perceptions about their preparation in supporting the educational goals of students with severe psychological problems. The data collected in this study came from 12 face-to-face interviews with faculty and staff members purposively sampled from a university located in the southeastern region of Pennsylvania. Data from the interviews were inductively analyzed and coded to identify common themes. The results from this project study indicated that many faculty members did not have any knowledge about supported education practices and the psychological problems that affect students. The findings informed the creation of a faculty/staff professional development that addresses effective ways to respond to the needs of students with psychological problems. Such training should promote a social change in their attitudes about students' psychological problems, facilitate the structure of their learning environment for students with these problems, and inspire support among one another.