The Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST) program offers a structured approach for faculty to assess, document, and enhance their teaching. Open to faculty from all disciplines at our land-grant university, this 9-month professional development initiative features both an introductory and an advanced track. Guided by faculty leaders who are program alumni, participants attend an orientation meeting and four half-day retreats featuring dedicated writing sessions, peer feedback, and engaging discussions on the joys and challenges of teaching. Introductory participants engage in a three-step reflective process focused on: 1) course content, goals, and their rationale; 2) teaching methods, assignments, and materials; and 3) assessment and documentation of student learning. These reflections culminate in a course portfolio, commonly used for promotion and tenure, teaching awards, or curricular planning. Advanced participants delve into scholarly teaching by developing research questions, navigating the IRB (Institutional Review Board) process, and analyzing data. Their scholarly outputs typically include a presentation or manuscript for a conference or journal of their choice. Both tracks conclude with a year-end retreat, where advanced participants present their work to peers through poster presentations. The program is intentionally designed to distribute the workload and minimize faculty burden, requiring approximately 5-6 hours per month. A small stipend, provided by the university’s Center for Transformative Teaching, acknowledges the commitment of participants who complete their course portfolio or SoTL (scholarship of teaching and learning) project. By fostering reflective and scholarly approaches to teaching, FIRST empowers faculty to enhance their practice while balancing other academic responsibilities, ultimately promoting a culture of teaching excellence across the university.