This case study examines how a cognitive apprenticeship was utilized as a faculty development tool to improve instructional design practices in the classroom. Three instructors participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. The cognitive apprenticeship was divided into three phases and was structured to address the four dimensions of the cognitive apprenticeship framework: content, method, sequencing, and sociology. Data was collected by means of classroom observations, interviews, and reflective practice exercises. The findings indicated that the cognitive apprenticeship was an appropriate strategy for purposes of faculty development. Implications to practice suggest that further research that is needed to promote cognitive apprenticeships as a viable instructional framework are discussed.