This article focuses on learner-centered pedagogical strategies that quality educators employ in their teaching. Using an interpretive phenomenological approach drawing on interviews with faculty members and students, observation of teaching, and document review, the authors examined ways that faculty members engaged students and facilitated learning through their teaching practice. Three key themes emerged: (1) using a variety of learning approaches and opportunities; (2) focusing on applied learning; and (3) promoting reflective understanding. The findings are discussed and implications are provided to inform classroom teaching, faculty development, and co-curricular contexts.