This paper examines the effectiveness of a professional learning model developed to support early years teachers in rural and remote communities in Queensland as they began to implement the Australian Curriculum in Mathematics. The data are drawn from 35 teachers at the initial stage of a large, four year longitudinal study RoleM (Representations, oral language and engagement in Mathematics). The particular aims of the longitudinal study are to (a) identify effective pedagogical practices that may assist young Indigenous Australian students to negotiate Western mathematical understanding, and (b) investigate professional learning models that best support teachers within this context. The data was collected throughout the first year of the study. The findings indicate that as the year progressed participating teachers experienced significant and positive changes in: a) their attitudes, beliefs and pedagogical practices in relation to teaching mathematics; b) their expectations of student learning in mathematics; c) their confidence levels to be innovative, creative and experimental implementers of the new national mathematics curriculum; and d) their ongoing development from novice teacher to expert. (Contains 1 figure and 4 tables.)