The Professional Learning Community (PLC) model has been used to help faculty develop innovative teaching practices and diffuse effective strategies and resources throughout K-12 schools. Yet, whether and how PLCs influence research-focused higher education institutions remain unknown. Drawing on existing research on PLCs and the social network theory, this mixed-methods study investigated how participants shared what they learned during their time in the program to build greater capacity and the perceived benefits and weaknesses of the PLC model. We conducted semi-structured interviews (n = 8) and a survey (n = 77) among current PLC fellows and alumni at a large research university. The results based on social network analysis showed that PLC fellows shared knowledge and resources across departments and offices at the university, and these efforts led to additional collaborative research and grant applications. Results also indicate that PLC fellows valued the diversity of the program, developed skills that they used in their courses, gained confidence in their ability to share knowledge and resources, and appreciated the accountability the program provided. Furthermore, respondents rated the program positively and indicated that they were currently using the knowledge and skills gained to further develop innovative teaching practices as well as planning to continue to do so in the future. These findings suggest that the PLC model can be an effective way for universities to empower faculty to develop innovative teaching practices, and, by sharing what they have learned with others, to build capacity for innovative teaching and research practices across the institution.