A program of faculty development was designed and implemented at Andrews University (Michigan). The training design included presentation of instructional theory, demonstration of instructional strategies, practice of the strategies by participants, feedback on practice sessions, and on-going peer- and instructor-support. The following topics were included: cooperative learning strategies to improve everyday instruction, dimensions of learning to improve planning, and role play teaching methodology to refine a technique already in use. Ninety-minute mini-sessions were scheduled one month after each all-day session. The implementation of the program after the first sessions was measured by personal implementation logs and study group logs. Self-reported use of cooperative techniques ranged from none to 10 reported uses. The most used cooperative structure during the reporting period was "Think-Pair-Share" and its variations. The major obstacle that emerged to the use of faculty study groups was time. While study groups are vital to the success of faculty development programs, the structure of the academy appears to work against their implementation. Among the lessons learned so far are that change requires commitment, implementation can begin small and grow but too slow a pace kills the process, a minimum number of instructional hours are required before implementation can begin, and it is more effective to schedule initial training in longer blocks. (JLS)