The purpose of this study was to investigate the experiences of faculty as they engaged in professional development under a Teacher Preparation Initiative (TPI). This initiative engaged faculty in a community of practice that included activities such as aligning curricula, professional development, and examining teaching practices. This study was developed using an ethnographic approach, including autobiographic narratives as a method of data collection. Faculty narrative responses illustrate Wenger’s (1998) concept of identity transformation in their acknowledgement of their professional experience and their willingness to critique, then move beyond the limitations of a professional development program.