Equipping faculty members with innovative and engaging teaching strategies enhances student success and fosters a positive postsecondary educational experience. Traditionally, land-grant universities have an inherit focus on research, teaching, and service. While research-based faculty may excel in research areas, they often lack the pedagogical skills to teach today’s diverse and technologically advanced students. The College of Agriculture and Life Sciences Teaching Academy (CTA) at Mississippi State University offers a year-long program designed to enhance faculty teaching and student learning. The CTA includes four workshops that overview effective teaching, strategies for designing meaningful activities, assessments, and reflections, approaches to building rapport, and guidelines for documenting teaching success. Following the four sessions, participants engage in a mentorship program and community of practice to conduct Scholarship of Teaching and Learning (SoTL) research. A Swivl is used to record a class session of participants at the beginning and end of the CTA. Program facilitators provide constructive feedback on both recordings and document changes in teaching strategies between the two recordings. Eleven faculty from nine disciplines participated in the 2024 CTA. Due to varying teaching schedules, 7 participants provided recordings at the program's end. Before the CTA, participants primarily used lecture-based teaching with limited student engagement and minimal routines to assess learning. Some encouraged student participation, but many lacked consistent procedures for preparing students for the next session. Post-CTA, participants improved engagement, established opening routines where previous knowledge was linked to new instruction, and frequently checked for understanding. They incorporated real-world applications, moved dynamically throughout the classroom, and adapted teaching to foster engagement. Areas for improvement include incorporating more emphasis on activity-based instruction, increased wait time when asking questions, and implementing multimodal instructional strategies. The CTA effectively enhanced teaching practices of the program completers.