Results of a qualitative study conducted at four diverse higher education institutions revealed that adult learning principles that describe how programs should be offered, as opposed to what is offered, are of primary importance. Faculty development programs should foster new friends, conversations, and connections outside of individuals' departments and, when possible, institutions. A model created based upon the results and from faculty at additional institutions shows that programs should offer a wide variety of programs, provide practical information, design collaborative activities and active learning experiences, create safe learning environments, give faculty leadership occasions, build time for faculty reflection, provide opportunities for faculty to observe and provide feedback to one another, create incentives and reward participation, and address time and money challenges.