Agriculture faculty are increasingly asked to navigate complex global, interdisciplinary challenges while sustaining high-quality teaching, research, and engagement. Understanding how faculty development structures cultivate this capacity is essential. This study employed a collaborative autoethnographic approach to examine the value five faculty members attributed to their participation in the Global Agriculture Faculty Learning Community and how this experience shaped their growth, instructional practice, and sense of professional connection. Collaborative autoethnography positions researchers as full participants whose reflexive narratives provide evidence for understanding broader professional cultures, enabling both personal insight and collective meaning-making. Across one academic year, participants generated reflective essays, analytic memos, and group discussions documenting their evolving perspectives on agricultural education, interdisciplinarity, and their identities as educators and scholars. Analysis revealed three primary conditions that shaped faculty learning. First, intentional community-building fostered trust, vulnerability, and shared language—key prerequisites for deep reflection and professional risk-taking. Second, structured dialogue around teaching enabled faculty to re-examine assumptions embedded in their disciplinary training and institutional contexts, leading to shifts in curriculum design and student engagement strategies. Third, the collective reflexive process heightened awareness of faculty identity, workload pressures, and the emotional dimensions of academic life, ultimately strengthening participants’ commitment to their teaching practice. Evidence from the narratives demonstrated increased pedagogical confidence, concrete instructional changes, enhanced scholarly motivation and a renewed sense of belonging within a supportive academic community. This study illustrates how collaborative autoethnography can serve as a rigorous, data-rich method for capturing faculty learning and informing professional development design. Findings suggest that faculty learning communities grounded in reflexive practice can meaningfully renew faculty dedication to improving their teaching practice.