The aim of this study was to explore the effectiveness of a professional development initiative using organisational change research studies to frame the inquiry. Two faculty groups and two student groups participated in a total of four focus group interviews to ascertain their perceptions of a new model of pre-clinical dental education. Using a grounded theory approach, the findings showed that there were individual, structural and resource-related issues that advanced and restricted the successful implementation of the initiative. The exchange of ideas and the development of critical thinking skills, the use of modelling in multidisciplinary clinics, and "just in time" consultation were benefits of the programme, while its reliance on attaining competencies to determine student skill development and continual issues with patient allocation and a sufficient pool of patients were drawbacks. The findings suggest that inviting those involved in the professional development initiative into an investigation of their instructional practices while trying out new ideas in action is key to the processes of institutionalising change and engendering professional development growth. (Contains 1 note.)