Effective professional learning includes the provision of opportunities for teachers to actively engage with learning in a supportive community, where ideas can be shared, trialled, questioned and revised. The professional learning designed within the Embodied Learning in Early Mathematics and Science (ELEMS) Project aimed to assist teachers in making connections between embodied learning research and teaching and learning approaches. Analysis of four online sessions during the project illustrated active learning and collective participation were key for this project's PL and were the most effective features in supporting teachers to implement a new pedagogy.