This paper examines the effectiveness of a professional development model (PDM) devised as part of a research project carried out to support early childhood professionals in Ireland in enhancing their pedagogy. The PDM was constructed on a socio-cultural theoretical framework whereby Vygotsky's zone of proximal development was applied in the context of early years professional development. The study was qualitative in design and involved case-study interviews, use of reflective diaries and observations of the settings using the quality learning instrument to evaluate the quality of the learning experience before and after using the PDM. Overall the findings would suggest that implementation of the PDM had benefits at personal and professional development levels and also at early years setting level. However, benefits to the early years professional community were limited and the paper makes recommendations regarding the potential role of the PDM in the construction of a strong early years professional community of practice in Ireland. (Contains 1 table and 2 figures.)