In order for culturally and linguistically diverse faculty members to thrive in their teaching role, it is important that their adjustment to the culture and climate of the US colleges and universities be understood and supported. To that end, this qualitatively oriented study of 28 NNES (non-native English speaking) faculty members addresses the following research questions: (1) What factors or resources contribute to NNES faculty members' cultural adaptation to their teaching role in the US?; (2) How do NNES faculty members view themselves as teachers, the US college classrooms and students?; and (3) Does cultural background or academic discipline contribute to the NNES faculty members' perspectives? We expand past NNES teacher research to include faculty from different academic disciplines in order to more comprehensively understand this under-researched teacher population. Survey results and follow-up interviews reveal both similarities and important differences in the perceptions and factors that affect NNES faculty from various cultural backgrounds and across academic disciplines. (Contains 7 tables.)