This article involved a series of investigations influenced by the Reggio Emilia approach to early education as well as ideas of Paulo Freire. Within a Reggio-influenced classroom, teacher professional development is seen as essential, whereas for Paulo Freire, both teacher and the student are learners. These 2 ideas were brought together in a long-term action research project within 2 Head Start classrooms in Chicago. Opportunities were created for teachers to connect with children, the classroom program, and the administration, as experiences and learning unfolded for children, teachers, and an administrator. First, teachers used action research to advance understanding of their own learning and teaching process. Carlina Rinaldi (1994) stated that teachers have the "right to think, plan, work and interpret together" (p. 55). Administrative support was integral to this process. Second, the teachers pursued an understanding of what it means to children to learn and what they want to learn. Overall, the project supported educators seeing themselves, children, teaching, and learning as all connected and transformative.