This study describes two phases of the planning of a professional development center for teaching and teacher education, utilizing a reflective and collaborative inquiry approach. Two themes guided the study: (1) the dissonance between teacher education and teaching; and (2) preparation of teachers to respond to the changing population of children and families. Participants in the study were school district and school administrators, university faculty, and classroom teachers. Data were collected from narrative records of planning and review sessions, collections of planning materials and resulting program descriptions, and participant journals. The major result of phase one was the development of a preservice and inservice program entitled "Classrooms as Families," which addresses the social and support needs of children, teachers, and families. Phase two findings suggest that university and school district faculties provide models of practice for preservice teachers; teacher education should increase the study of family systems, communication, conflict resolution, and time and stress management. Through reflective and collaborative inquiry, both school personnel and university faculty became significant contributors to the professionalization of teaching. (LL)