Demonstrating the impact of faculty development activities is difficult and infrequently attempted beyond assessing participant satisfaction. This study examines how faculty development activities affect instructional practices and the impact on student learning and motivation in accordance with Kirkpatrick's levels of evaluation. Ten instructors at a state health science university participated in a series of faculty development activities. Instructors consulted with faculty developers to determine an instructional change. Students exposed to the changed practices assessed the instructors' use of instructional strategies. The impact of faculty development on instructional practices, student learning, and motivation is evident in instructor reflections and student feedback. (Contains 3 tables.)