A descriptive case study design using a cross-sectional quantitative survey method was used to investigate the impact of faculty development programs on teaching effectiveness perceived by faculty teaching at chiropractic colleges in the United States. The availability of faculty development programs related to teaching and student learning was examined in order to determine which program characteristics are consistent with educational effectiveness and the perceived learning effects of different development interventions. A review of the literature in chiropractic education revealed that there is little published on faculty development, with much of the available research focusing on developing faculty research skills. Currently, there is no published research that investigates the impact of faculty development programs on teaching effectiveness perceived by faculty teaching at chiropractic programs. The study instrument used was a self-reporting electronic questionnaire that determined the characteristics of faculty development in chiropractic programs and the perceived benefits of these programs on teaching effectiveness by full-time faculty. The population consisted of 801 full-time faculty members. Three hundred and forty-five respondents completed the survey instrument representing all 18 United States chiropractic program sites with an overall response rate of 43.1%. Data were analyzed using descriptive statistics, Pearson correlation, and ANOVA. The study concluded that the majority of chiropractic programs have committees or specific individuals charged with the oversight of faculty development programs. Faculty members participate in development programs at a high rate, and while there is evidence that many of the programs require faculty attendance, the majority of faculty members are motivated to attend programs to improve their teaching skills. Faculty development program topics offered at chiropractic colleges are consistent with what faculty perceive to be important and faculty are most likely to participate in on-campus workshops. The effectiveness of faculty development programs are consistent with the health sciences education literature and the most common barriers limiting faculty participation are lack of time, unclear goals of faculty development programs, and inadequate funding. Basic sciences faculty perceive the effectiveness of faculty development instructional methodologies differently than faculty associated with other academic departments or disciplines. Finally, the majority of faculty development programs in chiropractic education lack formal evaluation processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]