This study examined a faculty development program about cultural strengths teaching designed to build knowledge of teaching practices that embrace and leverage diverse students' strengths. More than 30% of community college students are first-generation students, and a majority are from systemically minoritized and low-income backgrounds (American Association of Community Colleges [AACC], 2022). In a 6-year completion timeframe, 56% of first-generation community college students do not graduate, compared to 40% of continuing-generation students, which is a serious equity gap (RTI International, 2019b). Faculty support and teaching practices influence first-generation student outcomes, but many faculty have not received training about how to use evidence-based teaching practices that benefit diverse students, which is one root cause of low persistence. I conducted an internal evaluation of the Cultural Strengths Workshop Series using a mixed methods case study and quasi-experimental design including analysis of survey, questionnaire, and interview data. Results of the study indicated faculty learning and intention to incorporate cultural strengths teaching practices were extremely high. In addition, there was a statistically significant difference in learning for survey respondents who attended more than one workshop (p < 0.005, d = ?0.975). I provide resources from the workshop series, including a cultural strengths toolbox and reflection exercises. This study supported the value of multiple exposures to professional development content and the importance of a cultural strengths approach in community college pedagogy. [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.]