Faculty development is crucial to the success of a graduate medical education (GME) program. In designing a faculty development program, GME program directors and planners can use a continuous quality improvement model of needs assessment, topic selection, choosing educational strategies, implementation, and evaluation. Content areas for faculty development include those required by the Accreditation Council for Graduate Medical Education (ACGME, i.e., developing faculty as educators and evaluators; implementing quality improvement, health equity, and patient safety efforts; delivering high-quality patient care; and fostering wellbeing), Clinical Learning Environment Review (CLER) components, and other important topics such as clinical supervision; didactic teaching; scholarship; and leadership. Faculty development is most effective when it incorporates experiential, multimodal, interactive, and longitudinal learning. Strategies for delivering faculty development can be group or individual, formal or informal, and one-time events versus longitudinal programs. A variety of local and national resources can be helpful in planning faculty development.