The professional development of teachers, conceived of as the qualitative changes in teachers' professional behavior throughout their career, was studied through a procedure called "stimulated autobiographical self-thematization." Ten primary school teachers from Flemish Belgian schools were asked to reflect on their careers so as to construct professional biographies. From these biographies, each teacher's personal interpretive framework was constructed. The procedure, which was developed through pilot tests, called for teachers to be stimulated to thematize their own experiences. The study illustrates a number of issues in narrative-biographical research, including the relationship between the researcher and the subject. Findings suggest that narrative inquiry is appropriate for educational research, allowing an in-depth understanding of teacher learning and development. (Contains 1 figure and 54 references.) (SLD)