This manuscript describes the intentional use of adult learning principles in creating three faculty development initiatives centering on equity-based teaching. The authors reflected on the design and development process, facilitation and the perceived benefits and challenges. They embrace a broad approach to equity-based teaching as going beyond making minor adjustments to teaching methods as a way of improving learning environments for a range of learners, to proactively reimagining the educational experience so all students see themselves represented and valued in the learning process. They concur that an equity mindset is required to sustain equity-based teaching; without addressing mindset, professional learning outcomes may be limited.