Physical therapy faculty share similarities with faculty across allied health fields, such as nursing, and other clinical disciplines that educate students in licensing and board certification programs. Most have clinical experience and discipline-based expertise, however they may not have had the benefit of continuous learning aimed at enhancing their teaching repertoires. Because of the rapid influx of clinicians into the academy, faculty development is considered essential to their integration. The purpose of this study was to describe how faculty development impacted physical therapy professors' understanding and use of new instructional skills. Eight physical therapists from a university located in the Southeast U.S. participated in a six-week, 12-hour teaching seminar focusing on curriculum and teaching where participants kept reflective journals to record their responses to question prompts. Basic unitizing, coding, and categorizing were used to conduct a multi-stage analytical process. Eight themes emerged including assessment, instructional strategies, teaching styles, and individuals' planned changes to their classroom practice, among others. Findings showed that professional development is essential for enriching faculty instructional capacity to promote student learning and patient care. Investing in the professional development of faculty may help ensure quality teaching so that professors become conduits to knowledge production. (Contains 5 tables and 1 figure.)