As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We sought a multifaceted approach for this challenge, with the goal of achieving lasting change among the faculty, resulting in the creation of the STEM Faculty Institute (STEMFI). Supported by multiyear funding from the National Science Foundation, STEMFI provides instruction on EBIPs through a summer workshop, along with yearlong support in redesigning curriculum through one-to-one mentoring of each faculty participant. The first cohort of STEMFI participants has been successful, with most faculty showing significant shifts toward more student-centered practices in their teaching. Feedback on the post-workshop survey indicated participants considered the material helpful and engaging, encouraging a shift in their attitudes toward supporting EBIPs in their own classrooms. This article describes factors critical to the STEMFI approach and reports on the initial effectiveness observed.