The purpose of this study is to provide a basis for developing situationally-appropriate programs for faculty development. To do so, a survey was conducted among 190 professors at S university via an online system. The survey consists of three major components: the perceived awareness and future needs of the program, suggestions for enhancing participation level, as well as the perceived awareness and the need for faculty development itself. The results are shown as follows: First, although most professors agree on the need for a faculty development program, the actual participation levels are relatively low. Second, the professors are highly interested in faculty development programs that encourage student-teacher interactions and students' participation, as well as programs that are tailored to the needs of each department and field of study. Third, the most common reason for the absence of participation in programs is that the program hours tend to conflict with the professors' schedules. The professors also suggested that program diversification and quality enhancement may be needed in order to encourage participation. Finally, on a university level, many faculty members have requested for teaching assistants to help with lecture development, and on a center-level, opportunities to share ideas with fellow faculty members were requested. These results varied significantly according to the domain of lectures and the length of one's service. Based on these results, it can be suggested that the center for teaching and learning should offer flexible programs for individuals or small groups. Also, various faculty characteristics such as lecture domain and the length of one's service need to be taken into consideration during program development. Finally, the center should make an effort to establish a faculty community for sharing and learning different teaching methods.