To contextualize the myriad of teaching development efforts available to faculty, this large-scale study of nearly 4,500 faculty at four-year institutions broadens our understandings of who participates in teaching development practices, how their participation relates to their institutional environments, and how their participation connects to their use of effective teaching practices. Results show some notable patterns by academic field, social identity, the type of courses taught, and institutional characteristics. The overview of educational development participation in this study gives strength to positive findings from smaller-scale research studies and provides a solid base for more specific studies of these practices.