The development of faculty members is always associated with, and embedded within, the culture in which the activities take place; teachers engaging in faculty development activities also bring their own values, norms, beliefs, and experiences to their interactions with students and colleagues alike. Taking culture into account includes the promotion of cultural competence and humility, as well as equity, inclusion, and diversity, in capacity building programs which can take on various formats, be they face-to-face or hybrid, such as workshops or seminars, mentoring or coaching, or learning in the workplace or communities of practice. In this chapter, the authors discuss understandings of culture and how to address cultural differences in delivering faculty development programs in local, national, and international contexts. The framework of organizational culture, which examines culture at the macro, meso and micro level—from the system and environment to individual levels—are also used to explore cross-cultural faculty development and dissect practical and research implications.