The myriad benefits of globally engaged and intercultural learning are well-documented yet few college students, especially those from traditionally underserved communities, actually engage in these programs. To be more inclusive and make this type of learning more accessible to all students, specifically first-generation, lower socio-economic, those with disabilities, BIPOC, and LGBTQ+ students, one small, midwestern college has expanded its globally engaged and intercultural learning program. The expansion, however, led to a need for prepared and confident faculty to facilitate the student experiences. This design-based research sought to develop, implement, and iterate a model for effectively preparing faculty to lead the various globally engaged and intercultural learning experiences at Maple College (pseudonym), and it began by listening to their experiences. The following research question guided this work: How do faculty participants narrate their experiences in a development program focused on designing globally engaged and intercultural learning based in the precepts and practices of transformative learning? The intervention included a summer workshop and faculty engagement with a digital library. Faculty perspectives were collected via surveys, post-workshop evaluations, digital library usage statistics, and semi-structured interviews. The research findings identified various ways in which perceived preparedness among faculty, achieved through framing, course design, and support, led to increased levels of confidence. This program not only assisted the faculty at Maple College in their continual transformation as teachers but can inform the work of professional development for college and university faculty at other institutions and organizations. [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.]