This paper proposes structural modification of the Clarke and Hollingsworth (2002) Interconnected Model of Teacher Professional Growth (IMTPG) based on results from doctoral research that studied the changes in mathematical knowledge and beliefs of two Year 5/6 teachers as they implemented a four-week, innovative curriculum unit. These inclusions into the current model expand its analytical, interrogatory and predictive functions. This in turn increases its relevance for those implementing professional learning at the school level, enabling them greater insight into the aspects of a teacher's world that require more support, and possibly more challenge.