The purpose of this phenomenological study was to understand the lived experiences of faculty members who attended faculty-led professional development sessions at a center for teaching and learning at a mid-sized public university. Bandura's social cognitive theory provided the theoretical background for the study. Data were collected via surveys, individual interviews, and focus groups. Faculty reported increased connections with other employees and students; improved pedagogical strategies; a deeper awareness of themselves as adult learners; and better technological knowledge and application. These findings align with prior studies about the affective benefits of faculty development, collegial networks, and in-context learning.