This article describes a studio approach to faculty development in a First-Year Seminar (FYS) program. The studio concept helps structure and theorize faculty development efforts in the program. Meeting for regular in-term reflections on their FYSs, instructors collectively generate responses to teaching challenges specific to the program as well as the broader curriculum. While publications devoted to FYS programming frequently stress the need for teacher training and prescribe guidelines for that instruction, this article provides a thick description of this training and, relatedly, a discussion of what teachers actually encounter in FYSs and what they glean from those encounters.