Faculty transitions often challenge one's mental health, wellbeing, and identity. Using Schlossberg's theoretical framework, this phenomenological study sought to examine transition experiences of faculty during the implementation of an interdisciplinary course focused on happiness, positivity, and wellbeing and how it can inform faculty development. Data collected from 15 participants found benefits of incorporating elements of PERMA -- "Positive Emotion," "Engagement," "Relationships, Meaning," and "Accomplishment" into faculty work. Furthermore, training and professional learning opportunities should integrate wellbeing and positive psychology activities that address the various stages of transition to better identify support and time needed to give faculty the space to flourish.