The purpose of this case study was to examine the role of social capital in the enactment of a faculty-based initiative designed to improve student success and completion at one community college. The concept of social capital--or the actual and potential resources that are embedded in relationships--has been examined in research studies in many disciplines, including education. But while multiple studies at the K-12 level posit the effects of teacher social capital on school reform and on student achievement, there appear to be virtually no studies in higher education relating faculty members' social capital with their teaching role or with a teaching-related initiative. This study sought to (a) identify, measure and describe the information and resources faculty accessed through their social ties for work on a teaching-related initiative and (b) to develop an understanding of the difference those ties and resources made to their work. Semi-structured interviews with initiative leaders and documents provided by the college were utilized to develop a rich description of the initiative's history and design and to describe the context in which the faculty worked. A survey instrument was used to measure faculty members' individual social capital as the number and strength of their initiative-related social ties. Semi-structured interviews with a purposeful sample of surveyed faculty were conducted, coded and analyzed. Findings showed that faculty members with more social capital gave more evidence of sustaining quality enactment of initiative strategies five years after the initiative began. These faculty members showed (a) a greater focus on students and student learning; (b) a more positive perception of the new, more demanding teaching role the initiative obliged them to assume; (c) greater evidence of ownership of initiative activities; and (d) a higher level of interest in and understanding of the initiative, its details and its future direction. Faculty members with more social capital also accessed far more--and more varied--resources than did faculty with less social capital, both through their social ties and through formal initiative resources. Both groups spoke of accessing discrete, material resources needed for initiative strategies, such as videos or classroom activities borrowed from other instructors; but only those with more social capital also spoke of accessing intangible and interactive resources, such as feedback from students, support and motivation from colleagues, collaboration on teaching strategies and advice about how to help struggling students. An analysis of the initiative-related social ties named by faculty members showed that most ties listed by full-time faculty were inside the college (principally other full-time faculty), while most ties listed by adjunct faculty were outside the college (professional educators, friends and family members). This finding points to important differences in the social networks of full-time and adjunct faculty members as well as the untapped potential of full-time and adjunct faculty interaction for developing social capital around teaching. Implications for faculty-based student success and completion initiatives are discussed and recommendations for future research are offered. [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.]