Maximizing the positive impact of first-year experience (FYE) courses on students relies on effective collaboration between academic and student affairs. Professional development activities, especially with faculty, can be difficult to institute as power struggles, discordant goals, and unclear expectations abound. A Learner-centered Professional Development (LCPD) model addresses these challenges by empowering FYE instructional teams (Polly & Hannafin, 2010). This article describes how, at one university, the six LCPD principles support FYE instructional teams through an integrative professional development model during collaborations between academic and student affairs, among FYE faculty, between learning community faculty partners, and between faculty and undergraduate academic coaches.