Design thinking, a human-centred approach to problem-solving, is gaining momentum in education because of its approach to fostering innovation and creativity. This research examines the experiences of faculty members from disciplines outside of design who participated in a Design Thinking Faculty Development Program (FDP). The FDP was conducted over three days in a workshop mode where the participants were divided into multidisciplinary groups and given hands-on tasks based on selected problem areas. We conducted a quantitative survey of the participants who completed the FDP. An analysis of the data revealed several salient findings, including participants’ initial curiosity and skepticism towards design thinking, the value of experiential learning activities, and the application of design thinking principles in their daily professional work. Participants described the experience as transformative and expressed a shift in their epistemological understanding and approach to pedagogy and problem-solving. They underscored how the FDP has fostered multidisciplinary partnerships, which enabled an openness to multiple perspectives and insights. It adds to the emerging literature on design thinking in education through faculty members’ perspectives on undergoing design thinking training at a time when there is scant literature available in this area. This research calls for continuous faculty development initiatives incorporating design thinking principles to foster and encourage innovative higher education practices and a culture of collaborative faculty development.