The College of Agriculture and Life Sciences (CALS) Teaching Academy at Mississippi State University aims to advance teaching and learning excellence by equipping educators with practical tools and strategies to enhance classroom engagement, improve student outcomes, and promote a sense of community. Through eight interactive sessions, participants reflect on their current teaching methods, implement changes, and monitor student feedback. Session topics included, but were not limited to, lesson planning techniques, strategies for building rapport and empathy with students, integration of Artificial Intelligence tools, and the Scholarship of Teaching and Learning (SoTL). Additionally, participants worked with members of their cohort to develop and implement research projects to submit to the North American Colleges and Teachers of Agriculture Conference. Eleven faculty members from nine CALS units compromised the inaugural cohort and completed the program. The participants indicated having little to no formal training on the principles of teaching and learning prior to applying for the Academy. To determine the effectiveness and usability of the program, participants completed written reflections following each session. Based on the reflections, we determined that participants found CALS Teaching Academy to be both supportive in their efforts and informative in new practices. Key takeaways of the reflections include better utilization of organizational tools and application of active learning techniques such as group work and interactive activities. Participants noted an increase in student collaboration, feedback, and motivation due to the efforts inspired by the sessions. In terms of personal development, participants largely conveyed feeling supported by their peers, motivated to continue professional development, and empowered to incorporate new teaching strategies. Suggestions for future iterations of the program included clarifying a timeline of expectations, increasing peer interaction, adjusting the schedule to increase participation, and creating a space for continued support beyond the conclusion of the Teaching Academy.