Today, seven out of 10 Americans use social media to communicate with one another, follow news stories, learn, and for pleasure. The problem is social media is underutilized by university faculty as a communication and curriculum tool for adult learners. There is a gap in the literature focusing on the university-level use of social media for adult learners. The purpose of this study was to explore faculty perceptions and lived experiences regarding integrating social media as communication and curriculum tools at one large traditional university in Wisconsin. The theories of constructivism and andragogy provided the background upon which the problem and purpose of the study were explored, and the results were analyzed. Responses to the three research questions provided data on how universities use social media as communication and curriculum tools, faculty perceptions and lived experiences using social media as these tools, and what barriers exist to using social media for these tools. A phenomenological qualitative research design was used to investigate the lived experiences and perceptions of the participants. Sixteen faculty members were interviewed through Zoom using semi-structured interview protocols after being selected through purposive sampling based on the criteria that they are currently teaching faculty. Seven themes were found through thematic analysis. The study's findings offered insights into faculty use of social media as communication and curriculum tools and barriers to its use. Recommendations are for training faculty on the use of social media in their courses. The research may guide future professional development for faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]