This paper describes a mixed method evaluation study that was developed to assess faculty teaching behavior change in a faculty development fellowship program for community-based hospital faculty. Principles of adult learning were taught to faculty participants over the fellowship period. These included instruction in teaching methods, group facilitation, and curriculum development. Quantitative data were collected through the Principles of Adult Learning Scale (PALS) developed by Conti (1979). Qualitative data were also collected through review of videotaped teaching sessions. The PALS instrument was administered to 18 faculty in a pre- and posttest design, and videotaped sessions of six participants were reviewed. Findings of this pilot study indicate that the Fellows' teaching beliefs and practices are changing from a teacher-centered to a more learner-centered and collaborative mode as a result of the faculty development program. This change is reflected in the improvement in their overall and individual PALS scores. Video observations also show change in the application of adult learning principles in their teaching. The mixed method approach provides rich descriptive data about teaching practice. The videotapes may not be useful for pure evaluative purposes, but they provide valuable feedback for the participants. (Contains two tables and nine references.) (SLD)