Adjunct instructors represent upwards of 70% of college and university faculty in the United States, yet they often lack the resources and training to assist them in promoting student success. This study describes the implementation and perceived impact of a participant-based faculty development model adapted for use with adjunct faculty. The model focused specifically on teaching innovations and challenges. This study examined an institutional-level faculty development initiative based on the use of the Great Teachers Movement paradigm. This participant-based model provided opportunities for teachers engage in highly interactive discussions where they shared teaching innovations and sought solutions to teaching problems and challenges. Quantitative and qualitative data from 31 adjunct faculty participants provided the sources for data analysis. Results showed that adjunct instructors preferred the participant-based model over traditional presenter-based models of faculty development.