Non-tenure track faculty vary greatly in terms of their ranks, teaching abilities, workloads, and motivational levels and have unique professional development needs. In response, universities are differentiating professional development for these professors. This case study examined an emerging research university's efforts to provide a faculty learning community (FLC) for its non-tenure track professors. Data were collected during an academic year from interviews with the participants, evaluations completed by the participants after the meetings, and the facilitators' curricular materials. The participants learned useful instructional strategies and felt more connected to their colleagues, more supported by the university, and more confident in their teaching. The findings suggest that FLCs are a viable method of professional development for non-tenure track faculty.