Faculty Development Programs (FDPs) are very important to the careers of teachers in higher education institutions. They become better at what they do, and the entire institution is improved. But the fact is that faculty members are not all alike, and age is actually a factor in what they want from an FDP. This research explores how the interests of faculty change with age. On the basis of a structured survey of 302 faculty members from various universities and colleges, a One-Way ANOVA test was conducted to determine how needs differ in three age groups: 25-34, 35-44, and 45 and above. The findings are quite striking. Age does make a difference. The younger generation is more concerned with handling classes and establishing a sound foundation in subject matter. The middle-aged faculty begin to tilt towards competency development and professional growth. The 45+ age group is more concerned with developing their personalities and management acumen. To synthesise all this, this study proposes an Age-Life-Cycle Model of Faculty Development Priorities. The study concludes that \\\"one-size-fits-all\\\" solutions do not work. If universities are serious about faculty development, they need to listen to where people are in their life cycle and provide development that fits.