The wide range of experience, education, and competence can make it challenging for administrators to plan and implement ongoing professional development that meets the needs of each teacher, particularly in centers serving preschoolers from families with low incomes. Administrators must meet multiple, and seemingly ever-changing, state and agency requirements for staff development. Teachers often feel frustrated by, anxious about, and resistant to changing expectations, teaching practices, and educational requirements. This article addresses these challenges to professional development with a holistic model called ConnectFormation. Rooted in building relationships and supporting the needs of each teacher, ConnectFormation supports the professional development of a highly differentiated workforce. When teachers are respected and supported by their supervisors and colleagues, their initial resistance to changing expectations can be replaced with the motivation to improve and learn on both personally and professionally.