Bechtel and O'Sullivan suggest that teacher change within the context of professional development (PD) is influenced by the design and content of PD initiatives. This paper examines the influence of an initiative designed to stimulate reflection and discussion among experienced teachers. It has been argued in the physical education literature and in the larger field of educational reform that efforts to encourage reflection and conversation by teachers about their profession ought to be a key outcome of any effort designed to improve or sustain a culture of professionalism. Such conversations serve as "records of practice" that may support and encourage teachers to attempt changes. In this study the authors focus to fully understand what teachers talk about when provided time to engage with topics and issues of interest to them and how teachers talk about these topics in relation to themselves, their practice, and others. Specifically, the authors sought to examine the nature of the PD discourse among teachers as they engaged in a PD activity called "PEP-Talk." Participants were a volunteer sample of physical education teachers from the Columbus, Ohio, school district who agreed to meet on six occasions for a 90-min discussion at a local eatery. Based on the findings of the study, one implication of projects like PEP-Talk is that they need to be more longitudinal in nature. Teachers also need to know that such arrangements as PEP-Talk are not principally research projects, but rather are part of ongoing commitment and efforts to support them. (Contains 1 table.)