New faculty at colleges and universities face considerable professional and emotional challenges as they transition from graduate training into full time academic roles while pursuing tenure. This mixed-methods study examined the experiences of American and international first-year faculty participating in a year-long New Faculty Investment Program (NFIP) designed to support onboarding, mentoring, and institutional integration. Quantitative data were collected through a Qualtrics survey, and qualitative responses provided contextual insight. Institutional Review Board approval was obtained before data collection. Results indicated that both faculty groups generally viewed NFIP as beneficial; however, international faculty reported higher participation rates, greater utilization of mentoring, and more detailed feedback regarding program effectiveness. Mentoring was more consistently perceived as helpful among international faculty, whereas American faculty reported more variable engagement and recall. Qualitative findings highlighted appreciation for structured orientation and community building, alongside concerns about relevance, time demands, and inconsistent mentoring across departments. Emotional support emerged as a significant theme, particularly for international faculty, who emphasized belonging, cultural understanding, and inclusion.