A grounded theory following an emerging design was completed in this study to identify the impact of program changes resulting from accreditation decisions on faculty culture in one department of a teacher preparation program at a university in the north-central area of the United States. The seven focus group participants agreed that faculty culture comprises the perceived dispositions and attitudes, characteristics, and feelings that of the job responsibilities and obligations to the department. The findings revealed that program changes resulting from accreditation decisions had different impacts on faculty culture, ranging from unity and pride to a lack of faculty unity. The accreditation process highlighted the importance of leadership in dispersing job responsibility and accountability equally among faculty members. In addition, past experiences and department history played a part in faculty culture, resulting in divisiveness that funneled down to the students and questions about the professional work ethic of some faculty. The accreditation process in this department was beneficial because it provided an opportunity for change and for collegial, collaborative, and positive interaction among the faculty members to support a common vision. Contractual history and union influence were indicators of faculty culture, precipitating a discussion about powerless leadership and requests for administration to enforce contracts. Gender bias issues also surfaced, leading to questions about the value of accreditation to male and female faculty members. Sacrifices made for the new program that resulted from the accreditation process were sometimes related to credit limitations mandated by the legislature, resulting in questions about the effects of politically motivated educational decisions on faculty culture. Administrative involvement and accreditation value brought up interesting triggers that may justify more extensive research. The results of this study validated the need for future research to understand the perceived effect of changes resulting from accreditation decisions on faculty culture.