This paper describes a pilot project about how Self-Determination Theory (SDT) was implemented for faculty engagement with a new, 3 year undergraduate medical school curriculum. SDT is a motivational theory of psychological development with premises stating individuals have natural tendencies needing support and fostering for growth and outcomes. It has seldom been discussed in relation to medical education. Our academic leaders used SDT to set deliverables for our curriculum committee targeting 3 components of growth: competence, connection, and autonomy. Ethical approval was granted by our IRB and a web-based survey was distributed to all committee participants measuring efficacy of SDT to faculty engagement.