This article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), which has been highlighted as an important part of the university's overall strategy. This study explored 30 university teachers' perspectives on the sources that best supported their professional learning from this long-term PD program. Q methodology research was adopted to collect and analyze data qualitatively and quantitatively. A three-dimensional theoretical framework addressing individual characteristics, choice of actions, and interactions with the environment was used to generate the data collection tool. Q factor analysis yielded four diverse viewpoints as follows: 1) applying newly-learned pedagogical knowledge and skills to practice, 2) being provided supportive environmental conditions, 3) developing new pedagogical beliefs, and 4) taking agentic actions. The implications of this study emphasized institutional systemic and systematic supports as essential for long-term success of academic development.