Our faculty development (FD) work applies Dee Fink's (2013) integrated course design model. In this article, we describe the situational factors related to supporting faculty who teach a required, academically-focused First Year Seminar course at a large public university. We then describe how we designed a suite of FD opportunities with goals that directly responded to those situational factors. Finally, we offer a process for designing FD initiatives that can work for other programs even when their situational factors and goals are different.