The goal of this chapter is to identify how faculty development can best assist institutions to change. Experience with faculty development has convinced many health professions educators that faculty development can assist in professional development; however, it can also be a powerful catalyst for organizational change. At the base of this faculty development process, there seems to be a widely held assumption that the long-term outcomes of most faculty development initiatives will include some degree of organizational change, almost by default. In some cases, they do; many people engaged in faculty development have observed change at the institutional level after faculty development interventions. However, not all faculty development initiatives lead to changes and, clearly, some organizational changes take place without much faculty development. Why is this so?