Does participation in a reflective teaching development program transform educators? In a three-year teaching development program, faculty met in small interdisciplinary groups with peer facilitators and used online resources to complement their learning activities. The first two cohorts of participants found that involvement in a teaching development program encouraged them to develop self-reflective practices that they viewed as positively impacting their teaching. While valuing the collaborative and collegial relationships created through program participation, as these supported their individual growth and development, faculty also identified challenges that created barriers to their participation in the program.