Early childhood educators respect children's need to construct their own knowledge by supporting curricula that allow children to make choices and to be active learners. However, what everyone appears to want for students--a wide array of learning opportunities that engage students in experiencing, creating, and solving real problems, using their own experiences, and working with others--is for some reason denied to teachers when they are learners. The early childhood field includes professionals with a wide range of experience and knowledge. To provide quality professional development, programs must understand the needs of staff and plan strategically. This article describes one program's shift toward focusing on empowering the teachers as learners "and" as professionals. Encouraging teachers to reflect and construct knowledge for themselves in an active, participatory manner resulted in successful changes in their preschool classrooms.