The purpose of this study was to investigate the effects of a student-centered faculty development model on the conceptions of teaching of participating US Arts and Sciences faculty members. "Student-centered learning models are widely accepted as catalysts for improved learning and psychosocial outcomes, and their use is especially important in the critical early years of an undergraduate education" (Miller, Groccia, & Miller, 2001, p. xv). In 2007-2008, Widener University implemented a pilot program to investigate student-assisted teaching, an instructional process where undergraduates are given responsibility by faculty for portions of their fellow undergraduates' learning experience. This Learning Assistant Program (LAP) investigated a faculty development model that could improve educational effectiveness by increasing student involvement in course design, student learning, and pedagogy. In this study, two faculty collaborated with three student learning assistants (LAs), under the direction of two pedagogy coaches to redesign courses and monitor progress of those courses during one semester. Findings from this qualitative study indicate increased satisfaction of faculty with their course designs, accompanied by increased knowledge about course design strategies and pedagogical teaching methodologies; a broadening of both the faculty and LA conceptions about teaching and learning; and the development of an academic collaborative culture. The success of this program has initiated a LAP in the University's School of Human Service Professions and another iteration was implemented at a local community college.