The purpose of this paper is to describe the use of a problem involving superfactorials (a specific product of factorials) that provides an in-depth and comprehensive mathematical experience, encompassing skills that mathematicians view as tantamount to exploration. The problem is easily accessible and fosters creativity and perseverance, thereby allowing participants to practice standard steps in developing a mathematical argument: from the problem, to simplifications, then conjecture, and finally proof. We present a brief solution to this problem and then discuss how the experience in trying to solve this problem may evolve during a professional development session for teachers. By providing teachers with extended time to investigate a single problem, we aim to provide professional development opportunities beyond the standard mathematical content or instructional practices. This problem also makes a welcome addition to any undergraduate mathematics curriculum and could be used in a mathematics for liberal arts course, capstone course, or any course with a focus on developing problem-solving skills and the process of doing mathematics.