The core idea of the PROFILES project is to support science teachers' continuous professional development. The instructional innovation of the PROFILES is the so called Three Stage Model (TSM) which aims to arouse students' intrinsic motivation, to offer a meaningful inquiry-based learning environment and to use the science learning in socio-scientific decision making. Incorporation of innovations, like the PROFILES philosophy with the TSM, in teachers' daily work is seen here as a frame for their professional development in science teaching. When introducing a new instructional model, e.g., the TSM, to be implemented in science teaching, it is important to first listen to the teachers and grasp their initial views. This is organized by the use of focus group interviews during the first teacher meeting in the Finnish PROFILES program in order to find out, what kind of prior views the teachers have related to the TSM, to its planning and to its implementation in the classroom. The results of this study reveal crucial points that need attention within teacher professional development to implement the TSM. The teachers need, also, to be encouraged to place more trust in their students' abilities: detailed instructions (structured inquiry) might not be needed unless the students ask for them. When the PROFILES-like projects pay attention to explicit consideration to the classroom and school contexts in which teachers work, and emphasize the opportunities to implement new pedagogies in these contexts, teachers can develop strategies for overcoming such constraints. Acknowledging the teacher's voice is a crucial factor for adapting any professional development towards teachers' ownership of new developments.