The National Science Foundation-funded Eddie Bernice Johnson INCLUDES Aspire Alliance (Aspire) has made efforts to address broadening participation in STEM through multiple initiatives, including faculty professional development. Aspire, recognizing the positive outcomes related to inclusive teaching, developed the Inclusive Professional Framework (IPF), a conceptual framework that was designed to address equity in STEM. The IPF is focused on foundational awareness, knowledge, and skill development that can be applied to all areas of faculty responsibilities, and in turn ensures that faculty are engaged in not only inclusive teaching, but inclusive practices across their multiple roles with students and colleagues. The IPF was created to center a reflective process, which in turn leads to self-reflexivity. The Aspire team found operationalizing the framework in concrete ways and building faculty skills in self-reflexivity to be more challenging than they had anticipated. Through qualitative interviews, this paper highlights the challenges inherent in moving from conceptual framework to practice by examining how developers and facilitators of the framework conceptualized the IPF and how they attempted to operationalize it in their personal or professional lives. This paper also underscores the nuancing that occurs as individuals continue to make sense of a framework after it is initially published and they begin to use it in their practice--field testing the ideas and concepts in the real world. This knowledge is especially helpful to faculty developers that work in centers for teaching and learning, higher education administrators, and faculty.