This study provides much needed insights from faculty regarding the strengthening of teaching-for-learning in Pakistan's colleges and universities. The research explores the perspectives of Pakistani faculty teaching at a public university with respect to the practices they use--both formal and informal--to enhance their teaching skills for purposes of enhancing the learning of their students. By interviewing educators with different levels of experience, this work examines what shortfalls exist when it comes to learning opportunities for faculty in Pakistan and what, from the perspective of faculty, can be done to ensure the enhancement of their teaching. In so doing, this study addresses a very significant gap in the literature. The study identified informal practices that faculty use to enhance their teaching, including reliance on internet video and audio social platforms, informal sharing of practices with colleagues, student feedback and self-designed assessments, self-reflection and self-assessment, and reliance on foreign academic experiences to name a few. The study also addressed what hampered faculty's teaching enhancement, and faculty addressed several shortfalls such as: relatively few formal learning opportunities, faculty development lacked teaching" enhancement focus, the lack of constructive peer review, the lack of international opportunities to learn from practices of teaching from around the world, hyper-standardization of teaching roles, and teaching research tradeoff. This study concludes by advancing a range of ideas for improving the teacher learning terrain aimed at improving quality of teaching at the tertiary level for effective learning outcomes for students in Pakistan. [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.]