This paper discusses the development of the professional careers of a group of experienced and expert primary teachers (N=11) in England who share a commitment to informal primary education, a teaching approach that emphasizes first-hand experiences in learning along with integration of content areas of curriculum. During unstructured and intensive interviews using the techniques of oral history and ethnography, the expert teachers described their perceptions of the influences that shaped their professional histories. The interview data suggest how successful teachers view their own professional development. Analysis of the data indicates several themes that can inform educators as they structure both preservice and inservice teacher education programs. Findings suggest that continuing conversations with expert teachers about how they have developed their personal practical knowledge about children, curriculum, teaching, learning, and professional growth can further the education of future teachers. (LL)