Faculty at colleges and universities across the nation are under pressure to provide engaging classroom environments suited to a diverse student population in order to increase student retention. Faculty professional development is often supported by Centers for Teaching and Learning (CTL). Larger, well-funded schools have created CTLs with dedicated space and staff to administer faculty professional development programming to increase teaching effectiveness. Smaller, less well-funded schools are left to design and implement CTLs without necessary resources. The purpose of this study was to explore the CTL design and implementation at one such regional school in Georgia. Using a case study methodology, the researcher interviewed six participants who were directly involved in the design and implementation process. Data analysis revealed four distinct themes: Support It but not Control It, the Bookcase in an Office, Check the Box, and Creative, Collaborative Space. The findings from this study revealed the challenges stakeholders faced in the development of a CTL. Analysis showed funding was the largest barrier to successful implementation but other barriers such as a perceived disconnect between faculty and administrative ideas hindered the process as well. Even with conflicts during implementation, the analysis showed participants were all willing and eager for a collaborative learning space created by faculty and supported by administration. Findings from this study can benefit administrators, faculty, and staff at similar schools by revealing the experiences of the participants involved in the implementation process. Stakeholders at similar schools can use this study to determine and avoid common barriers and develop strategies to implement CTLs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]