An institution of higher education will create a Center for Teaching and Learning (CTL) as a hub for pedagogical and professional development for its faculty. While CTLs have developed over the past fifty years, their administrators and staff have endeavored to develop, strengthen, and enhance quality pedagogical skills for anyone who teaches for the college from adjunct instructors to tenured professors. Specifically looking at how Illinois community college CTLs provide professional development opportunities for educators, this critical summative content analysis considers what CTLs value in their professional development along with the types of support they provide faculty. Relying on the conceptual framework of the hidden curriculum, findings reveal CTLs are inconsistent in their communication via public-facing documents and may espouse values and development that varies from what they digitally share through accessible materials via their website. Recommendations include providing more time for the development of CTLs for their administrators and staff, for the reflection of their process, to standardize their communication while making it transparent and to include diversity as a fundamental layer of their culture. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]