This article chronicles the work of the California State University Digital Ambassador Program (DA), a Faculty Learning Community (FLC), which brought together 13 faculty members across the state to create ongoing, targeted spaces of support for colleagues and educational partners to learn about innovative technological and pedagogical practices on their respective campuses. Three different faculty development activities within teacher education are analyzed: (a) a faculty study hall model, (b) preservice classroom activities, and (c) large-scale professional development activities. As a capacity development model, the DA program and its projects promote experimentation, collaboration, mentorship, and professional self-renewal among faculty and influence credential classrooms and clinical practice.