The purpose of this case study was to investigate the impact of a unique faculty development seminar program in teaching: the Learning Fellows Seminar at Case Western Reserve University, a large national research university, which used Experiential Learning Theory as its foundation. Adopting a case study methodology, the study addressed four areas of questions, using data from five cohorts of participants from 2003 - 2005, as well as the evolution of the program over five years. The areas of focus included: how the participants reacted to the program as a whole; how it influenced their teaching practices (if at all); what factors helped or hindered making those changes; and whether any other institutional effects could be seen from the program All respondents found the seminar program to be of value, and consistently reported an increased awareness of a more learner-centered teaching philosophy, which led to numerous changes in their teaching practices. [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.]