Designing professional development programs to improve the quality of education require that faculty members actively participate?in reflective processes. In the past, professional development (PD) programs have been applied in numerous Higher Education Institutions (HEI). Many higher educational institutions have created units to support professional development and quality growth. These centers usually referred?to?as centers for Teaching Learning, have become popular during the past decade. These?units?serve?institutionally and provide strategies for faculty members to update their practices and reflect on their role as educators in the 21st?Century. The purpose of this qualitative case study is to explore how an intrapreneurial project was designed to enhance teaching and learning to promote an ongoing cycle of development, reflection and innovation among faculty at learning?at?University Equator in Ecuador a higher education institution. The research was a qualitative descriptive case study and was reviewed by the lens of Crossan, Lan and White (1999) of Organizational Learning theory Framework. Among the findings from this research, three key observations were found: 1. Growth happens through community to foster a learning organization, 2. Innovation is the driving force to promote change and 3. Reflective and active experiential activities leverage change and transformation. [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.]