This chapter delineates how to expand the capacity of STEM faculty to adopt inclusive and anti-racist teaching practices through the Faculty Learning Community (FLC). Framed by a communities of practice lens, we introduce our FLC model of faculty development. Data sources consist of in-seat and online FLC discussions, interviews, and survey responses collected via five FLC cohorts over three years. Our research demonstrates gains in inclusive pedagogy and ways of developing faculty as transformative agents. This work highlights the cultivation of faculty as change agents and supports readers to enact change within higher education communities.