In this paper I discuss the impact that both conceptual and contextual problems have in inhibiting teachers' disposition towards capacity for development. These problems were highlighted from teachers' participation with a teacher educator in a collaborative culture of learning and within their schools? culture. They were challenged, supported and committed to teaching for achievement of their new aims deriving from an in-service course at a university in Pakistan. The teachers' capacity to learn was increased during the period of research; however, they needed support in dealing with issues for further enhancement of their teaching. The analysis of the teachers? transition from their routine teaching to new teaching revealed the teachers? needs as well as a gap between theory and practices in teacher education. I conclude the paper by suggesting to the community of teacher educators (including myself as a member of this community), that we should revisit our perspectives of teacher development at the university in the light of practical reality in a school context. [For complete proceedings, see ED489632.]