Addiction medicine must fight for its space in the undergraduate, graduate and continuing medical education curricula, as do most other clinical domains. Often curriculum time is provided to specialty areas when a clear relevance to the overall curriculum is made obvious. Increasing the awareness of addiction medicine through institutionalized faculty development programs can serve to foster the integration of this specialized curriculum. Institutionalizing faculty development is proposed in a description of a four-phase model. Specific recommendations of goals, processes, and critical steps in the faculty development process supporting scholarship leading to curricular change are described.