A mixed methods study examined how a newly developed campus-wide framework for learning and teaching, called the Learning Model, was accepted and embraced by faculty members at Brigham Young University-Idaho from September 2007 to January 2009. Data from two administrations of the Approaches to Teaching Inventory showed that (a) faculty members were more student-centered than teacher- centered in September 2007, and (b) there was a small, but statistically significant increase in student-centeredness in January 2009. Qualitative survey responses and faculty interviews expressed how the Learning Model had influenced teaching approaches and philosophy. Emergent themes included increased student preparation and responsibility for learning, the role of teaching one another, teacher improvement, and spiritual components of the Learning Model, as well as the view that there had been no change in teaching approaches. Overall, the Learning Model has been accepted and utilized by BYU-Idaho faculty members. [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.]