Feedback in higher education can have powerful effects on improving students' learning (Carless & Boud, 2018; Hattie & Timperley, 2007; Hattie & Yates, 2014; Jonsson, 2012). However, opportunities for students to learn from feedback are lacking (Robinson et al., 2013). The current study was a mixed-method single case design exploring the implementation of a faculty learning community (FLC) as an intervention. A 6-week FLC focused on feedback was planned, implemented, and evaluated at a large community college in the Midwest. The FLC participants were six full-time communications faculty. The faculty met synchronously on Zoom four times. A wide variety of resources about feedback were provided each week, and participants were asked to complete asynchronous activities to enhance their understanding of effective feedback practices. Although most faculty did not fully participate in all activities, the findings from the FLC program evaluation indicated participants found value in the FLC. Faculty relayed they learned about the impact of feedback on students' success, specific ways in which to provide students with effective feedback, and the importance of students' feedback literacy. However, the pre- and post-survey items about confidence were not statistically different. At the end of the FLC, faculty reported they would change their feedback practices to be more effective, and they would create more opportunities for their students to work with feedback. For practitioners wishing to implement a FLC at their college, or for practitioners already offering FLCs wishing to improve their FLCs, recommendations and resources are provided. Recommendations include providing incentives for faculty participants and an increased focus on synchronous learning opportunities. Resources include a syllabus, a list of recommended resources, and asynchronous activities and prompts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]