The aim of this study is to explore broad relationships between higher education leaders' experiences in faculty development and cultures of teaching. Research to date has widely neglected to understand how university teaching centers might be effective in shaping academic leaders' beliefs about teaching and their ability to support effective teaching practices among faculty they oversee. This case study uses the context of a public research university to examine how eight academic leaders (four associate deans and four department chairs) perceive an intensive Teaching and Learning Institute to have informed the methods they use to cultivate a culture of teaching within their respective units. The case also compares these leaders' perceptions with the perceptions of faculty within four departments overseen by them. To better understand the complex relationship between beliefs, practices, and the formation of culture within complex organizations, the study is guided by a conceptual framework that draws on multiple theories including learner-centered teaching, transformational leadership theory, and organizational theory. Overall, the study found that all eight leaders perceived the experience of the Teaching and Learning Institute to have influenced their teaching in some way. Specific changes these leaders made as a result of their experience connect with learner-centered teaching practices. Similarities across their experiences also included that the Institute affirmed their beliefs and values for teaching, led them to recognize the need for more pedagogical education, exposed them to research that could improve their teaching; and helped them build a community network of individuals with shared beliefs and values across the institution. All eight leaders (to varying degrees) believe they promote a culture of teaching within the unit they oversee. Similarities in their approaches to promoting a culture of teaching include increasing opportunities for professional development of teaching, providing rewards or incentives for teaching or teaching development, leading by example, and creating curricular changes. Leaders reported that they developed these strategies based on trial and error or their own experience, some still sought better ways to promote a culture of teaching. Faculty-participants in each department indicated a number of activities identified with a culture of teaching. Generally, faculty-participants felt more strongly that a culture of teaching was promoted by their departments than by their college or institution. However, more faculty-participants agreed that a culture of teaching was promoted by their department, college, and university than disagreed. Results from this study may be used by teaching center leaders to consider how leaders acquire knowledge about teaching, factors that contribute to faculty perceptions of a culture of teaching, and strategies academic leaders might use to more intentionally promote a culture of teaching within their organizations. [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.]