This article attempts to synthesize teachers' conceptions-of-teaching and integrate them into a structure for professional development. It presents one route by which a teacher might become more expert at the practice of teaching. Various conceptions-of-teaching theories are considered in the light of how they impact on the practice of teaching. How the conceptions influence and are linked with the progression from novice to expert as outlined by Dreyfus and Dreyfus in 1986 is discussed. The novice/expert progression is overlaid with Haigh's three Rs (rules, reflection, and research) methods for the promotion of professional development. Some methods for progression are suggested. (Contains 3 tables and 3 figures.)