Faculty careers come with formal and informal expectations for how faculty should behave. This study investigates how faculty discover these expectations using an adult learning theory lens. Phenomenological interviews with faculty were conducted to identify themes in their learning. Diverse experiences from faculty of different fields and ranks were included. Key themes that emerged from our study include missing information, diversity of faculty work, emotional labor, and exceptional circumstances as a result of the pandemic. We found that adult learning theory explained certain aspects of faculty learning behaviors; however, andragogy did not address socio-emotional aspects of the learning process.