Efforts to promote the use of student-centered learning environments in STEM education have been tempered by a lack of professional development strategies that help faculty overcome common barriers to reform. This study investigated the impact that adopting a suite of student-centered teaching materials had on the teaching practices and beliefs of eight geoscience faculty at a variety of US institutions. Each instructor adopted 18 class lessons that were developed as part of the InTeGrate (Interdisciplinary Teaching about the Earth for a Sustainable Future) project into a semester-long course. The Teaching Practices Inventory (TPI) and Reformed Teaching Observation Protocol (RTOP) were used to collect data on teaching practices whereas instructor beliefs were captured with the Teacher Beliefs Interview (TBI). Data were collected over three semesters, a control semester using traditional materials, a pilot semester using the new materials, and a final treatment semester. While the TPI survey showed no self-reported changes in the practices, RTOP observations recorded the incorporation of more student-centered teaching practices. TBI results confirm that most of the instructors also made at least moderate shifts toward more student-centered beliefs about teaching and learning. These findings demonstrate that the adoption of well-crafted, student-centered instructional materials can have a positive impact on both the teaching practices and beliefs of college faculty.