This paper reports on a pilot study that incorporated an alternative professional learning model that was school-based and focused an identified area of need: multiplicative thinking. The shift to multiplicative thinking can be challenging for both students and teachers due to its multifaceted nature. The study involved the delivery of six modules of learning related to multiplicative structures, pedagogical approaches to learning and subsequent between session activities to staff in 14 participating primary schools. Our findings suggest such a model of professional learning that includes enactment and reflection supports change in teachers' pedagogical content knowledge.