This article describes an instructional improvement program currently underway at the University of Minnesota. The program's overall goal is to help faculty become aware of and adapt their instructional strategies to the developmental and learning characteristics of students. The first section provides an overview of the assumptions that underlie the program. The next section describes the roles of the faculty consultant and faculty member and discusses the process used in the faculty consultation model. Finally, a sample of discussion from one of the faculty seminars is used to highlight the process.