The exigencies of teaching during a worldwide public health crisis have led to increased attention to faculty discontent, disengagement, and burnout. For many, teaching has become a much more challenging responsibility. This article describes an effort to provide new programmatic support that proactively and meaningfully addresses instructor well-being through course design and teaching choices--programming that acknowledges the true burdens instructors face, addresses course learning outcomes and core design choices, prioritizes faculty voices and stories, and invites participants to be their true selves.