In this paper, the authors describe the faculty development initiatives and the role of faculty learning communities (FLCs) in supporting Team-Based Learning (TBL) at a large, research-intensive university. A systematic review of the initiatives found FLCs provided crucial support for both new and seasoned TBL practitioners and fostered connections between members, resulting in a need to give back to the community through mentorship. Results also showed members were eager to share their knowledge with the larger community and further research into TBL though scholarship, supporting the sustainability of the TBL community and further development of members' teaching and scholarly practice.