Learning Assistant (LA) programs oversee and support undergraduate instructors and faculty members who work together to facilitate student learning in a variety of classroom settings. The success of an LA program is tied to experiences of the participants; therefore, understanding the perceptions of LAs and faculty is central to driving programmatic changes and ensuring positive outcomes. In this article, we use a mixed-methods approach to analyze the perspectives of LAs and faculty in Boston University's LA program. Using surveys and one-on-one interviews, we highlight the qualities of a strong LA, the nature of LA-faculty relationships, the role of the LA in a course, and how faculty benefit from working with LAs. Our data suggest that interpersonal skills are imperative to be a successful LA, there is variation in how LAs and faculty interact, curriculum can be inclusive of LAs, and LA-faculty partnerships impact faculty understanding and implementation of evidence-based pedagogy. This article provides targeted, actionable suggestions for LA program improvements based on our analysis, as well as a foundation for future studies to further explore the impact of the LA model on faculty and LAs.