This case study examines a 2-year faculty-centered professional development program for high school teachers. The program, which used a Foxfire approach (Wigginton, 1986) and was based on Deweyan principles (Dewey, 1963), involved having the teachers initiate, pursue, and share self-selected, independent group learning projects. Inservice sessions were facilitated by two professors from an affiliated university, with the goals of building a sense of community among faculty and engaging teachers as learners in a cooperative learning experience built upon democratic principles. Study groups were formed. Groups gathered materials, read, discussed, consulted leaders in the field, and visited other schools and then reported their findings to other faculty. Interviews with 13 teachers and 3 administrators and analysis of inservice evaluation data revealed that: most faculty had positive feelings about the inservice programs, collegiality and professional respect had increased, and new information was being applied in the classroom. Most teachers enjoyed becoming learners again and felt their projects would bring about positive change. The inservice program supported John Dewey's theories that the primary factor contributing to growth is the quality of the experience for its own sake and for further growth and future experience, and that interaction and continuity must occur. (JDD)