This study explored the relationship between professional development and improving teaching practices in the classroom. It tested the assumption that, when teachers become empowered through their selection of the forms of their professional development, deeper learning and reflection can become a natural part of their daily practices. In this study six teachers were engaged in participatory action research, designing and implementing a research project and planning further professional development opportunities. The participants combined research, educational work, and social action through a collaborative approach to studying the practice of teaching to improve practices in the classroom. Through the use of the constant comparative method, the researcher collected data from the participants through focus group sessions, teachers' reflection journals, and field note entries. The participants took an active part in analysis of the data. The interplay of active research and collaborative professional development provided opportunities for the teachers to examine and reflect on their current practices and ways to improve those practices in the classroom. Based on analysis of the collected data, it was concluded that there is great potential in the use of participatory action research in schools. The process goes beyond mere collection and routine analysis of data; it provides means for teachers to reflect on their values and practices and encourages professional growth through self-development and self-determination. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]