The aim of this article is to explain a faculty development approach used with faculty who teach general education courses. The purpose of the professional development was to help faculty intentionally create a class environment that engages students. Key to this process was introducing faculty to a research-based motivation model that they could use to assess and redesign their instruction. This motivation model used students’ perceptions of a course as a starting point to identify areas in which the course could be improved. This article describes the six steps of the authors’ faculty development approach, provides a case study of an instructor who participated in the faculty development, and provides a reflection on the strengths and weaknesses of the approach with the hope that this approach may be useful to others. This faculty development approach may be especially useful to faculty who teach general education courses because students in those courses may be less motivated and engaged if they do not perceive that the courses align directly with their major and career goals.