In this study, the authors assessed the need for faculty development among faculty in one dental school by determining their highest priorities in teaching, scholarship, and administrative and leadership skills; the relationships among their knowledge and priorities for additional training; their satisfaction with current faculty development programs and level of participation; their perceptions of mentoring received; and what needs they believed might advance their career. Using survey research methods the findings showed a significant difference between knowledge areas and priorities, that faculty reported needing additional knowledge in teaching and assessment, scholarship, and in leadership skills that might fulfill career advancement. They also reported having had a lack quality mentoring, and low levels of participation in previous faculty development initiative, which they rated as poor to fair. Assessing faculty needs prior to developing a program aimed at fostering professional growth is essential to ensuring the congruence between services and needs. Although dental education is different from general undergraduate education (or graduate education in non-professional fields), the survey method we described might be relevant to other disciplines and venues.