This dissertation explores the use of temporal storytelling within an online teacher professional development to understand how engaging in archaeology of self practices (Sealey-Ruiz, 2019), radical dreaming and world building (brown & Imarisha, 2015), might offer a lever of change for teacher transformation. Asking two companion research questions, the study explores how visionary pedagogy impacts teacher practice as well as how the design of an online in-service professional development influences teacher engagement, learning, and sense of agency. Undergirded by literature in the field of the psychology of narrative identity development (McAdams, 2003), future thinking (Oettingen, 2018), and Indigenous research paradigms (Wilson, 2008), this research holds the ontological assumption that transformational change in teaching practices occurs when individuals reposition their understandings of themselves (Utt & Tochluk, 2020) and their own practice. Findings demonstrate the importance of providing space for teachers to engage in radical dreaming while creating opportunities to build dreams into existence through action planning and an engagement with mental contrasting (Oettingen, 2018). Further, findings highlight the relational nature of learning (Wilson, 2008) and that creating opportunities for self-reflection and the cultivation of deep relationships with others is integral for teacher transformation to take root. [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.]