The present article discusses the impact of a localized and generative model of professional development on the teaching lives of two American elementary school teachers and a university research team. Within the framework of the ethic of care, the study focused on the construction of relationships between university team members and teachers that were caring and reciprocal. Analyzing transcripts from debriefings over a two-year period of time, the researchers identified three primary themes that not only demonstrated care between the members of the group, but also enabled all members of the group to grow and develop. The themes--confirmations, invitations, and celebrations--provided a better way to understand the practices and roles that the teachers and university team members claimed, maintained, and developed as they "renewed" their professional lives and identities.