For many faculty, critical reflection on teaching and learning requires space and time that is not readily available. For fifteen years, we have run a substantial year-long faculty development program designed to help participants: (1) reflect critically on their teaching and their students' learning; and (2) develop a project related to their teaching that emphasizes deep student learning. Building on our earlier evaluation of the program, this case study demonstrates the longer-term impact of the program for 27 faculty, focusing on their ongoing critical reflection on teaching and learning even after they complete the program.