Utilizing FYE courses to support retention and college success requires a systematic understanding of, and effective tools to support, historically underserved students. Traditional, short-term faculty development programming is unlikely to support faculty needs when teaching FYE courses, especially for experienced instructors. This article proposes a collaborative approach that embeds faculty development in a program for underserved students, to transform how faculty envision their role as teachers of diverse students. As these teachers become increasingly aware of structural and systemic barriers to educational equity, they more deeply and readily engage with theories, tools, and partners to promote student success.