The goal of academic surgery is to advance the art and science of surgery through a multipartite commitment to clinical excellence, research, leadership, and education. Surgical faculty directly impact the quality of patient care by educating the next generation of surgeons. Despite their integral role in the growth of new surgeons, surgical educators have historically been undervalued in academia. Modern academic medicine traditionally prioritizes clinical productivity and research, a precedent that has resulted in financial obstacles, time constraints, and professional barriers to faculty pursuit of educational career tracks. At the same time, the new generation of technologically savvy trainees demands more from their educational experience, expects more engagement with their faculty, and craves more stimulation in their learning environments. Social media and data science have revolutionized information accessibility and processing, and surgical education is rapidly progressing to incorporate these technological innovations into teaching and patient care. Academic institutions must recognize and address these multifaceted challenges. Institutional leadership must drive culture change toward emphasis of educational science, support of surgical educators, and reward of commitment to teaching. Faculty development in surgical education is needed to turn competent clinicians into excellent educators. All faculty should have a basic understanding of educational theory and adult learners, which will lay the foundation for standardized instruction on effective teaching, coaching, assessment, and feedback in surgical education. Faculty should implement these theories into new approaches to education for residents and fellows. A better surgical educator will mold a better surgeon. An emphasis on faculty development helps create a culture of lifelong learning in academic surgery, and allows the surgical profession to continue meeting, and exceeding, the evolving needs of a changing healthcare landscape.