Typically viewed as an academic issue, faculty development discussions too often take place between academic interests. The vice president for academics encourages deans or department heads to make their plans for enhancing the abilities in their areas. Funds are made available, and committees composed of representative faculty members decide who will be able to make what trip, what scholarly presentation will be supported, and what research will need to wait for new budgetary sources. Likewise, the arena for the publicity and professional adulation of successful accomplishments tends to be equally fixated on academic settings: (1) the faculty senate; (2) the faculty assembly; and (3) the faculty meeting. It is no wonder that those with only a casual appreciation of higher education "argo" would opine that the academy consists of "scholars writing for scholars." Beyond the dean and the faculty senate president, who is responsible for professional development of the faculty? In this article, three educational practitioners present a "hands-on" approach from outside the traditional academic circle and present their views as trustee, president, and financial officer regarding creating a campus-wide environment that promotes and achieves faculty development.