Early-career faculty have the daunting task of navigating the intersection of teaching, research, and service. Early-career faculty development can play a crucial role in supporting the professional development of tenure-seeking faculty. While these programs may introduce and support new faculty to the expectations of their academic roles, limited research has explored their effectiveness. Therefore, the authors propose the AIMS Framework for early-career faculty development. We provide details of the four components and offer practical suggestions for assessing the audience, designing and delivering the content, and evaluating the ongoing and iterative program.