This study explored alternative approaches to teaching and learning high school mathematics through a fluid approach to professional development utilizing cognitive coaching. Cognitive coaching is the application of specific strategies in a nonjudgmental environment, built around a collaborative, reflective planning conference. The process builds trust and uses a critical trusted friend. Four math teachers at one school participated in a two-phased seminar series, embodied techniques in reflective coaching discourses, and translated them into their own mathematics teaching and learning in the classroom. Data were gathered via semi-structured interviews, focus group interviews, videotapes of the seminar series and professional development sessions, and field notes. Through narrative accounts, emerging themes from the various modes of data collection were informed, although not limited, by the conceptual framework. Results indicated features necessary for success of the professional development effort: the principal's support, the coaching approach, reflective thinking, a comfortable atmosphere, a collaborative and nonjudgmental context, and teacher coaching in an atmosphere of trust. (Contains 52 references.) (SM)