Historically, college and university professors have been known as experts in their respective disciplines but lack training in pedagogy or andragogy. This problem can be particularly impactful at very small colleges where resources for faculty professional development are scarce. Faculty development which creates learning communities encourages reflective teaching and builds capacity for active learning strategies have all been shown to be effective. This qualitative case study explored the experiences of faculty members at a small faith-based institution to understand factors that influence their attitudes toward and approaches to teaching. The researcher conducted a survey, multiple interviews, and a focus group with faculty who participated in a New Faculty Orientation Course (NFOC). Interviews and focus group prompts were not limited to reflection on their experience in the NFOC but also included their experience in the profession as a whole. Themes that emerged from the interviews and focus group revealed that self-efficacy for teaching was positively impacted by the learning community the cohort developed and that reflective teaching was useful over the course of the first year of teaching and a priority for future professional development. The potential impact of this study is that other very small colleges may implement similar low-cost, low time-commitment faculty development programs that will benefit their faculty members and their students. [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.]