This paper provides an overview and description of the voluntary Faculty Teaching Exchange program developed to assess whether or not a collaborative teaching exchange program might impact the culture of teaching and learning on a remote interdisciplinary satellite campus. Both full and part-time faculty members were invited to participate as Classroom Hosts and/or Classroom Observers. Data collection methods included pre and post surveys, common rubrics, reflective analyses, and focus group sessions. Both qualitative and quantitative data were collected to assess impact on the campus teaching culture. Statistical analysis was conducted to assess the effectiveness of this program and the factors within the program that were most significant in influencing participation and success of the exchange.