This study takes a social constructivist approach to examining how mathematics professional development facilitators and teachers enacted a professional development (PD) program in a large statewide network of collaboratives. Facilitators (29 in total, 11 we followed closely) attended an initial PD and then presented what they had learned to teachers in their own collaboratives. Facilitators filled out surveys about what they had noticed and interpreted about the meaning and intent of the training immediately after the initial training and again, after they had presented the materials and ideas in their own trainings with teachers. Teachers were surveyed immediately after participating in the PD and again after they had had a chance to implement the PD in their own classrooms. On one hand, teachers reflected well their own facilitator's interpretation of the original PD. On the other hand, both teachers and facilitators showed the influence of their own constructive processes, selecting and modifying the PD to reflect current contextual influences.