This study addresses the age-old problem of integrating personal and disciplinary purposes for learning. Two groups of educators participated in online professional development in which each participant assessed an adult literacy learner. The assignment required participants to synthesize assessment data representing social-humanist and cognitive ways of knowing, develop instructional strategies, and reflect on the experience. Seventeen of the 24 participants created strategies and explicitly categorized them. In 37 of the 50 strategies, they attempted to integrate cognitive and social-humanist approaches. First, I present preliminary patterns in the way integration was achieved and participants' beliefs about the project. Then I discuss implications for professional development and for its role in facilitating pedagogical and dispositional shifts toward integrated practices.