While research into the effectiveness of teaching professional development for postsecondary educators has increased over the last 40 years, little is known about science faculty members' teaching professional development needs and their perceptions regarding what constitutes meaningful teaching professional development. Informed by an extensive review of the literature and numerous research projects involving hundreds of faculty members in the sciences from multiple universities, this paper seeks to help science faculty members assess their own teaching professional development needs as well as to seek out meaningful and effective teaching professional development activities to help meet their needs.