Most studies in faculty development focus on assessing participant satisfaction rather than documenting change. The purpose of this study was to explore the possible short-term outcomes of a faculty development initiative. The research question that guided our study was: How does a faculty development seminar influence change in participants' instructional beliefs? An analysis of participants' (n = 7) learning journals showed that they experienced increased confidence using an expanded repertoire of teaching methods and models. Five of the participants demonstrated their ability to promote critical thinking during their PowerPoint presentations illustrating their integration of new information and simultaneous behavioral change. To develop a knowledge base beyond assessing participant satisfaction, researchers may need to relinquish casual assumptions and conceptualize how different modes of inquiry might yield untapped outcomes.