Surgeons, given their knowledge, skills, and experience in patient care, are often the primary educators of residents, fellows, and practicing surgeons. However, their lack of formal training in instructional practices may limit their effectiveness in the classroom. This study examined the importance of faculty development for surgeon educators who teach across the continuum of surgical education. The study setting was a premier annual surgical meeting hosted by a not-for-profit medical membership organization, attended by residents, fellows, and practicing surgeons. Faculty in two didactic courses were invited to join the study. Since surgeons are primarily trained as healthcare providers, they have limited opportunities for faculty development to enhance their teaching roles. For this study, faculty development encompasses fostering a sense of community, building an educator identity, and enhancing teaching and presentation skills. The study also addresses surgeons' limited resources and the need for structured training in teaching. Data were collected through a survey with closed- and open-ended questions, along with a focus group held six weeks after the meeting. Participants also received educational resources before their teaching assignments. Findings suggest that faculty development enhances surgeons' teaching effectiveness but must be tailored to individual needs. The study's key implications for practice emphasize that appropriate faculty development improves knowledge transfer and skill acquisition for learners while fostering lifelong learning that benefits educators, learners, and, ultimately, patients.