In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated in an annual performance and development cycle, guided by the Australian Teacher Performance and Development Framework. The study sought to investigate teachers' experiences and perceptions of the cycle to understand the aspects perceived as valuable to these teachers. Semi-structured interviews and focus groups were held with teachers at the beginning and end of each school's annual performance and development cycle, and responses were thematically analysed. Findings suggest that school leaders perform a critical role in the success of performance and development processes, and cultivating a culture of learning and development with a focus on individual and collective improvement helped teachers feel connected to these processes and empowered as learners. The findings of this study have implications for the individual and collective nature of performance and development. Based on research and findings, a five-step model is proposed to support the design and implementation of meaningful teacher performance and development processes.