Creating change is one of the central objectives of faculty development as well as one of the significant challenges. This paper addresses a faculty development intervention called Dialogue which creates pathways to engage faculty in the process of changing their teaching practice. The study of two Dialogue groups in different academic settings demonstrated that Dialogue was an effective tool to help faculty through the stages of change by raising and exploring teaching assumptions and providing a supportive and knowledgeable community to provide suggestions, ideas, and encouragement. (Contains 3 figures and 1 table.)