At a recent meeting with fellow community college administrators, I found myself increasingly bothered by the repeated invocation of a certain term: faculty buy-in. At this particular meeting, the term was included as part of some well-intentioned advice (“If you want this program to succeed at your campus, you absolutely need faculty buy-in.”), as a means to highlight a successful venture (“I was pleased at how quickly we were able to secure faculty buy-in.”), and as a way to underscore the potential pitfalls of moving the college in a certain direction (“Without faculty buy-in, this initiative is doomed to fail.”). Upon reflection, I realized that it was more than just the repetition of the term that bothered me—it was also the actual use of the term itself and what it implies about how faculty members are viewed at many institutions.