Faculty development is a key priority for academic institutions in the United States. Often, centers for teaching and learning lead this work, but increasingly, librarians provide professional development for their teaching faculty colleagues. This study examines academic librarians' leadership of faculty development initiatives at their institutions and their attitudes about their role in these initiatives. A regression analysis of national survey results reveals four statistically significant regression coefficients associated with librarian leadership in campus-wide faculty development. The study finds that, while academic librarians have positive attitudes about their involvement in faculty development, they see lack of time and teaching faculty's views of librarians as barriers.