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Abstract
Exploring the development of excellent teachers could contribute to the revision of current practices in faculty recruitment, evaluation, workload expectations, and reward systems. This grounded theory study examined the professional careers of nine award-winning faculty members of a faith-based institution of higher education. The data, collected through multiple qualitative strategies, led to the identification of three themes—(a) calling, (b) conviction, and (c) career satisfaction—and grounded the development of the Sabbatical Mirror Theory. The theoretical model outlines the progression of excellent teachers in a faith-based institution and emphasizes the value of time for reflection and rest from the demands of teaching.