Research (Ling, Sharifah & Hasnah, 2014; Rohaty, 2003) has shown that Malaysian preschool teachers, despite knowing and understanding the importance of visual arts and inquiry-based learning, lack the theoretical knowledge and practical training that would enable them to implement the approach in their teaching (Ling, Sharifah and Hasnah, 2014; Rohaty, 2003). To educate practicing teachers already in the system to implement these approaches, a professional development course within a self-study inquiry frame was designed and developed. The professional development course which I designed was named "The Inquiry Based Visual Arts Approach (IBVAA) and was specifically developed for already practicing teachers. The course was based on a combination of principles, namely those that are the foundations of visual arts learning, inquiry- based teaching and learning, the Reggio Emilia approach, constructivism and the Spiral Curriculum (1960). Since this is the first time a professional development course on IBVAA was implemented, the course was taught within a self-study research frame to enable examination of my own teaching as well as to refine the professional development course in the process. Two main objectives of this research were: (1) to identify the course materials, activities and instructional practices that promote or constrain practicing teachers' interest and understanding of the approach, and (2), to modify the IBVAA professional development course so designed based on participant feedback. Ten practicing teachers participated in the study that was conducted in a preschool in Malaysia over two months (March -May 2017). Data included participant observations, field notes, reflective journals, interviews, and pre and post-participation surveys. A thematic analysis was used to describe the main findings, namely: hands-on activities and instructional practices such as discussion, humor and lecture did indeed foster participant engagement and interest, and developed participants' understanding of the nature of the approach, its goals, and its practices. Some changes (i.e. reducing the amount of lecture, adding more graphics, figures, mind-maps to PowerPoint slides and telling more stories of my experience) were made in this first iteration of the course. I anticipate the need, however, to continue refining the course in terms of materials, instructional practices, activities, content/topic, potential venues and time-span/duration of the course as I continue to offer it for professional development purposes in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]