This article reports on findings from "action research" pilot projects in four Tasmanian primary schools. The projects focused on the provision of professional learning to support the use of information and communication technology (ICT) in teaching and learning. These pilot projects used an approach developed from observations of Tasmanian primary school classes as part of an Australian Research Council (ARC) Linkage grant to study the impact of ICT on pedagogies in primary schools. In the course of the projects, some participants developed and implemented solutions for a major problem of professional learning, namely, how to ensure the transfer of professional learning into in-class practices. The projects suggested that there are significant advantages (increased effectiveness and considerable cost savings) when professional learning is undertaken as a collaborative activity and when teaching colleagues focus on specific class practices. From the projects it has been possible to discern a possible "pedagogy" for in-school professional learning. Finally, the projects highlight the value and importance of professional learning initiatives being informed of the hopes, interests and abilities of the participants. (Contains 1 table, 1 figure and 5 notes.)