This article examines an in-service training for early childhood teachers in the context of a financial, administrative, and political crisis. Despite the crisis context of this case study, the professional development was considered successful by the participants and the facilitators. The key to overcoming the negativity and limitations of the circumstances was creating a positive and practical atmosphere in a short period of time. The findings in this case study provide a starting point in examining professional development best practices, specifically for early childhood teachers and within the confines of increasing financial and administrative pressures.