Faculty learning can be centered either around knowledge acquisition or around a practice-based approach, which considers the contextualized nature of a teacher’s professional growth and identity focused on the engagement in daily, dynamic classroom practices involving problem solving and action. (Su, Feng, & Hsu, 2018). SoTL is one way to promote this approach bringing evidence-based results to inform future pedagogical decisions. In this discussion, we will share our experiences working with authors from five continents and diverse backgrounds. We will specifically address the evolution of how we make meaning of SoTL as both faculty members and faculty developers around the question: how can we experience SoTL as a practice-centered approach to promote faculty learning?