The Specials Projects (Innovations) Program of the Commonwealth Schools Commission in Australia was established to improve primary and secondary education by encouraging innovation and diversity in teaching through grants to individuals, usually teachers. This study focuses on the professional development of the teachers involved. Forty-five grantees took part in an interview at the conclusion of their innovative projects and also completed a self-rating questionnaire. From the data obtained, interview extracts were selected which seemed to be representative of and consistent with general responses of the entire group. Case studies are presented which illustrate the relationship between change and experience in individual cases. Summaries of the grantees' experiences delineate the development of their projects from conception to evaluation and beyond, focusing on their actions and decisions, ego involvement, and professional idealism. A technical report presents a detailed examination of the study, its implementation, and implications for professional self-development and innovation. (JD)