​A growing number of scholars suggest that educational reform efforts are needed that encourage teachers to become leaders and pursue instructional innovation. Public concern over school accountability has forced educators to question how to achieve those goals while complying with the demands of mandated reform. This exploratory case study analyzed the perspectives of six teachers who participated in a professional development reform effort that emphasizes collaboration and innovation. The study sought to understand how teachers changed and adapted project learnings within the context of reform mandates. The themes developed indicated that the professional development did not reinvent their teaching; it instead bolstered existing pedagogy. Adaptation occurred by preserving rather than altering their practice.