This study explored how the interdisciplinary nature of a Faculty Learning Community (FLC) promoted the professional development of participants' teaching. Participants reported gaining new insights into implementing active learning and mitigating student resistance to learning (the FLC topic). FLC members experienced a connection and affinity with instructors outside their discipline due to the interdisciplinary nature of the FLC. The confidential and collaborative environment of the FLC was promoted by the absence of hierarchy across participants. Key roles that facilitated and leveraged the faculty development within the FLC are discussed. [Note: The page range (7-16) shown via the URL is incorrect. The correct page range is 51-59.]