The paper outlines a practical six-hour workshop and assessment activity for students enrolled in a Graduate TESOL/Applied Linguistics program at La Trobe University, Australia. The program attracts teachers from preschool to university contexts from many different countries. The workshop draws explicit connections between in-service teachers' awareness of language, education theory and classroom practice. The first part focuses on language teaching, learning and practice in which in-service teachers explore their views and situate themselves within theoretical debates. The second engages in-service teachers in structured activities around the joint preparation and planning of language lessons for different learners. These language lessons highlight prior learning in current teaching practice, how grammar is taught to different age-cohorts, and the interconnection of theory and practice. The assessment activity consolidates student learning and provides insight into how individual students are positioned so that program lecturers can develop subsequent activities and assessment tasks to engage with teachers' different points of learning. We end with some suggestions of ways in which the approach that we take could be used in other teacher development contexts. (Contains 2 figures, 1 table, and 1 footnote.)