This study takes a step back from the undergraduate classroom to address faculty development, a phenomenon that ranges from general orientation sessions for new teachers to occasional brown bag lunches; reading groups; informal and program-based workshops; and more formal ones on pedagogy, assessment, and more. The tacit assumption underlying them is that when faculty learn more about teaching, they teach better, which in turn improves student learning--a plus for everyone. The research begins with the premise that faculty should be able to respond more effectively to the ever-changing demands of the classroom if they are well-informed by educational and learning research; learn what is working (and not) in other classrooms; and have iterative opportunities to learn, practice, and reflect upon a repertoire of teaching strategies and skills. The challenge is to trace the effects of those developmental opportunities into the classroom and from there into student learning. The authors have drawn on multiple methods to track the connections between faculty development, teaching practices, and student learning: interviews, class observations, focus groups, end-of-workshop surveys, participant observation, textual analysis, and ratings of course documents and student writing according to rubrics that reflect faculty development goals. As they sort through their data, some promising trends emerge. Results indicated a direct relationship between the amount of faculty development and improvements in teaching. (Contains 2 tables and 8 resources.)