This descriptive correlational case study sought to identify professional development recommendations for full-time community college faculty teaching within a guided pathways environment. Community college faculty across an urban, multi-college district in the southwestern United States were surveyed about their current learner-centered teaching practices, a teaching approach recommended for the guided pathways environment. While faculty indicated that they were implementing learner-centered teaching practices, they also indicated that as the learner-centered teaching practices became more difficult, faculty were less likely to implement them. An exploratory factor analysis was conducted and competency-based developmental pathways were developed in the areas of transparency and feedback with colleagues, student situational considerations, teaching improvements, collaboration with colleagues, faculty openness and empathy, course relevance and faculty-student cooperation. Relevance of each of these areas to guided pathways was identified and a recommended focus for professional development in each was suggested. This includes the assignment charrette model, in combination with transparency in learning and teaching, for the transparency and feedback with colleagues area; Fink's Designing Significant Learning Experiences for the student situational considerations area; reflecting on the impact one's own teaching has on students for the teaching improvements area; cross-functional professional development for the collaboration with colleagues area; applied, authentic learning experiences for the course relevance area; compassion, empathy, and service-learning for the faculty openness and empathy area; and sharing control with students for the faculty-student area. [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.]