The Faculty Development Programs (FDP) were intended to increase substance abuse education in mainstream professional training programs by attracting and educating core faculty to teach about addictions. Five psychology faculty in the PhD program at the University of New Mexico participated in the only FDP funded within the discipline of psychology. Although none had a primary focus or expertise in substance use disorders prior to the FDP, all four of the Assistant Professors became addiction researchers. During the 5 years prior to FDP, 11% of their publications had focused on addictions, a figure not significantly different from other psychology department faculty. This figure rose to 43% during the 5 FDP years, and 70% during the 5 years after FDP. The number of addiction courses taught in the department of psychology rose from 5, to 11, to 22 during these same three 5-year periods. Graduate theses and dissertations on addiction topics also rose from 1.1 per year prior to FDP (all chaired by the same faculty member), to 3.4 per year during FDP and 3.5 per year after FDP. In the 5 years following FDP, 46 theses and dissertations focused on addictions, chaired by 13 different psychology department faculty. Effects of FDP were also apparent among PhD graduates of the department, who showed significant increases in knowledge about addictions, willingness and confidence to treat (rather than refer) substance use disorders, and a doubling of addictive disorders in their post-degree caseloads. This diffusion effect is also seen in the presence of 11 new "second generation" research faculty in the department of psychology who were trained by FDP faculty, and who work full-time in addiction research, of whom six have already been awarded extramural funding. Although only one of the original five FDP fellows remains on faculty, clear effects of FDP endure in departmental teaching and scholarship, and in the addiction training and research of PhD graduates. Based on this program case study, FDP appears to be a promising model for institutionalizing substance abuse research and teaching within a scientist-practitioner training program, and for developing new investigators in addiction research. (Contains 1 figure and 2 tables.)