While the literature on self-authorship has focused on the development of college students and young adults highlighting various developmental tasks associated with the ages 17 through 30 (e.g., Baxter Magolda, 2001, 2003, 2004), in this article, we explore the exercise and development of faculty members' self-authorship as educators, proposing that individuals' self-authorship continues to develop throughout their lives as they grow into new roles and engage new domains. Our study focuses on 12 instructors who participated in a unique faculty development opportunity at a large, urban, research I university and explores how the faculty training program affected faculty self-authorship as educators, specifically the ways in which instructors relate to (a) knowledge and their discipline, (b) themselves as educators, and (c) colleagues and/or students. We conducted semi-structured interviews which were transcribed and analyzed. Findings indicate that the program, like others that manifest the Learning Partnerships Model (Baxter Magolda, 2004b), helped instructors exercise and further develop their self-authorship as educators and that engaging with colleagues from various disciplines influenced instructors' perceptions regarding themselves as educators, their teaching practices, and the nature of knowledge. The significance of our findings lies in the potential to guide the design, implementation, and evaluation of similar professional development programs. Additionally, the study contributes to the understanding of the critical concept of self-authorship in professional contexts and suggests how self-authorship enables individuals to meet new, domain specific challenges.