Teacher education programs are typically seen as innovative models of teaching, but how do teacher educators stay current in methodologies that reach diverse and underserved students? This study documents the initial teaching concerns of seasoned teacher educators (PK-8th grade), across areas of study, and followed them across two years as they focused on improving teaching within a departmental professional learning community (PLC). Using self-mentoring guidelines, small group discussions, seminars focused on cutting-edge instructional strategies, and attention to the diverse needs of teachers as generational learners, this cohort of teacher educators developed a home-grown PLC resulting in faculty engagement across the department, an increase in student learning within courses, and a source of continual renewal among the PLC stakeholders.