Faculty online learning communities (FOLCs) can help faculty effectively adopt and persist in using research-based curricula. This paper documents faculty perspectives on the value they gained from participating in a multi-year FOLC designed to help them implement an inquiry-based physical science curriculum. Personal value narratives were collected from 11 volunteer FOLC participants. In the narratives, participants responded to prompts regarding their initial reasons for participation, activities they engaged in, and values they gained, as well as how participation impacted their profession, social connections, professional practice, and ability to influence their world as teachers. Qualitative analysis shows that the values faculty gained through their participation in the FOLC could be associated with four major areas of impact: teaching, community, leadership and personal development. The first two aligned with the initial goals of the FOLC, while the latter two emerged organically through participation over its four-year duration. The methods used to assess value creation in the NGPET FOLC and the findings from this study can inform other professionals who aspire to create and sustain a long-standing faculty development community and understand its impacts.