Learning Climate (LC) is crucial to all educational experiences, which has been studied at many learning levels in medical education but not specifically faculty development. In this exploratory study of the learning environment in a large health professions faculty development program, faculty members are in the role of "learner." We thematically categorized 247 comments using constructivist grounded theory and applied LC frameworks. Nine themes emerged. The most common were Enduring Impact of the Session, Psychological Safety, Physical Environment, and Interactive Learning. Understanding the themes generated in this study of health professions education could inform how faculty development workshops are conducted across higher education fields, given that the quality of the LC may affect participation in faculty development, teaching styles, and attention directed toward improving environments.