Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed.