The Teaching for Metacognition project, a hybrid model of PD, integrates the "training model of PD" with sustained support for teachers to integrate knowledge gained from the PD into their classroom practice. This paper is based on the work of the teachers in the project in two-tier communities of practice. It examines the perceptions of the project teachers about working collaboratively and reflecting on their practice when integrating the knowledge they acquired during the knowledge-building workshops of the project. From the reflective journals of the teachers it is evident that working collaboratively provided them with the encouragement and support that is needed to begin to experiment with new approaches to teaching and reflecting on their teaching in school-based groups provided them with much needed insights as to how they may improve on what they did.