The Windham (Vermont) Partnership, a professional development school, cooperates with a Master of Arts in Teaching (MAT) program that educates foreign language and English as a Second Language teachers. Within the Partnership, there are two seminars for mentors: the Reflective Teaching Seminar and the Teacher Research Seminar. Teachers are encouraged to examine issues related to teaching and learning in their classrooms, mentoring students, and their own participation in schools. This study focuses on both of these seminars and is based on field notes from interviews with four participants in the program. Findings indicate that teachers' thinking is significantly affected in two ways: first, their actual thinking process has evolved into a more rigorous, more reflective way of thinking; and second, their thinking has resulted in insights into and specific strategies for solving problems and a heightened sense of perspective. A sense of community and support has been an important element in this partnership, especially important in a rural community setting. A table is appended with statistics on participation in the partnership. (JLS)