Faculty are the backbone of a graduate medical education training program as they serve multiple roles, including providing direct patient care, educating learners through care delivery and didactic presentations, assessing learner performance, advising, mentoring, recruiting, and helping administer key components of the residency program. For faculty to effectively serve in this role, they need clear expectations of their roles and responsibilities within the residency training program along with mentorship to help them develop and succeed throughout their careers. There should be clear processes in place to evaluate faculty performance, and faculty should regularly receive feedback from learners, peers, and others they work with to inform continuous improvement and targeted development. In the event of poor faculty performance, there should be a mechanism to investigate concerns and provide additional support and counseling and, when necessary, to move into the corrective action sequence. Faculty interested in academic promotion and advancement should be provided with a structured framework to achieve timely promotion based on institutional unit criteria along with mentorship throughout the process.