Currently, in New Zealand, unprecedented numbers of teachers are involved in professional development activities, with, in essence, practice as the major focal point. In recent years, however, an increasing trend for primary teachers to undertake academic study towards a degree qualification has emerged. Although study towards a degree qualification is acknowledged in the literature as a form of professional development, there is limited research available about the role such study has played in teachers' professional learning. In this qualitative research project, six experienced teachers, recently graduated from a professional teacher education degree upgrade, elaborated on their perceptions of its effects on their professional learning. The teachers talked about the opening up of their minds to different perspectives, voices and ideas, and as a result, the impact on both classroom and school-wide practices.