The evolving landscape of medical education demands faculty who are technologically competent, pedagogically skilled, and content proficient. The Technological Pedagogical and Content Knowledge (TPACK) framework provides an integrative model that aligns with the Competency-Based Education and Training framework (CBET) philosophy emphasizing outcomes, performance, and competency as the focus of the training. This study describes the design, implementation, and evaluation of a faculty development program that integrates TPACK principles within a CBET framework in a private medical school setting. Using a mixed-methods design, the program involved a series of structured workshops, reflective practice activities, and evaluation surveys. Quantitative results demonstrated significant improvement in participants’ self-rated competencies across TPACK domains, while qualitative feedback revealed enhanced confidence and readiness to design technology-enhanced CBME learning and assessment experiences. The study concludes that TPACK-informed faculty development fosters a holistic and sustainable professional learning culture in medical education aligned with the digital transformation of CBME.