Fifty teachers from the St. Louis, Missouri area have been involved in a project to bring the development strategies used by the Reggio Emilia preschools in Italy to the United States. Their experiences suggest that teachers need to adopt professional development plans that identify goals, select methods of support to achieve these goals, plan for data collection to examine progress towards the goals, and identify additional resource needs. The teachers have found that the Reggio Emilia approach forces teachers to examine their own attitudes toward the classroom environment, the use of time in the classroom, and their involvement in children's learning. They have also found that Reggio Emilia-style classrooms are noisier, operate at a slower and more child-centered pace, encourage discovery learning, and allow children to reflect on their own learning. American teachers utilizing the Reggio Emilia approach have found that it is important for teachers to: (1) approach old class activities in new ways; (2) explore various representational media; (3) plan for emergent curriculum; (4) make better use of class and planning time; (5) engage in meaningful collaboration, sharing, and criticism of ideas and techniques; and (6) support parent involvement. Guidelines for Identifying Goals for 1993-94 and a Professional Development Plan form are included. (MDM)