In typical short-term teacher development workshops, experts model instructional practices for teachers so that teachers can then adapt the model to their own situation. Such workshops are often ineffective because of the lack of adjustment before modeling and the overreliance on teacher adaptation of existing practices. In this article, we argue for an alternative form of short term in-service called adaptive praxis, or more appropriately samanjasya, in which in-service providers and local teachers come to a harmonious agreement that is beneficial to all. The core principles of samanjasya are demonstrated in this narrative description of our qualitative study. (Contains 1 table.)