“It’s the teacher that makes the difference, not the classroom.”—Michael Morpurgo. One of the important foundations for a successful graduate medical education program is enthusiastic faculty who are empowered to inspire learners. Supervising faculty set the tone in the learning environment and ensure that the next generation of pediatricians are ready for unsupervised practice (McLean et al. Med Teach 30(6):555–84, 2008). Medical educators influence every part of the learners’ experiences through a broad range of activities, including formal didactic teaching, education on the fly, bedside teaching, fostering of clinical reasoning skills, and feedback on communication. Additionally, faculty members informally and significantly impact the development of learners through the way that they role-model professionalism, provide mentorship, set the learning climate, and foster a growth mindset mentality. While the skills of medical educators and clinical teachers are intuitive for some, program directors, institutional leaders, and department chairs agree that faculty development in teaching and education is an essential aspect of building a strong department and training program. This chapter aims to guide program directors, department chairs, and medical educators through the process of implementing a faculty development program.