The success of the first-year experience (FYE) course hangs on the effectiveness of the individual faculty members who are given the task of educating first-year students in a particularly important developmental period. This article applies a flipped classroom strategy for kickstarting meaningful classroom discussion in Mathematics Education to FYE faculty development. In the end, providing faculty with asynchronous exposure to and room for experimentation with theory, technique, and technologies is shown to be a time-efficient strategy for creating meaningful and transformative synchronous discussion that builds faculty members' pedagogical content knowledge.