Faculty learning communities provide an authentic forum through which to engage academics from diverse backgrounds in the scholarship of teaching, learning, and curriculum practice. The authors examine the development and impact of FLC strategies that were employed in an 8-month faculty certificate program on the scholarship of teaching and learning at the University of British Columbia. Research data collected over a 12-month period suggest that progressive FLC strategies organize a faculty certificate program around issues relevant to university faculty, ensure that the learning environment closely simulates the pedagogical context, and engage faculty as active participants in the scholarship of teaching, learning, and curriculum practice. Barriers to FLCs include university cultures, teaching award criteria, disciplinary barriers, and program scheduling logistics. (Contains 2 tables and 1 figure.)