This article suggests that institutional attitude toward faculty learning initiatives, which is determined by its belief constructs, influences how faculty learning initiatives will be interpreted and applied. A construct is the organizing framework where an institution demonstrates its belief and values regarding faculty learning initiatives. This article explores three institutional belief constructs: (1) training; (2) development; and (3) enrichment. Each belief construct is explained to show how institutional beliefs and attitudes impact the purpose of the faculty learning initiative. This article considers and views faculty developmental activities as a positively perceived form of institutional commitment as the institution is committed to the development of the faculty by providing the resources, material, and personnel necessary to foster improvement. However, despite the commitment from the institution, commitment from the faculty may not be present. This article suggests that there should be a consideration for integrating in-depth reflective practices into faculty learning initiatives as defined by Korthagen and Vasalos (2005), with a focus on continual improvement as defined by York-Barr, Sommers, Ghere, and Montie (2006).