This article uses current research recommendations for teacher-led professional development as well as qualitative data from a set of grassroots conferences to propose a new model for bottom-up teacher-led professional development. This article argues that by providing a neutral space and recruiting expertise of local experts, a public sphere can be created that allows participants to tackle challenging topics and learn new ideas in a manner that promotes teacher efficacy. Findings from the data indicate that participants enjoyed this model mainly due to practical topics, a positive academic environment, and a diverse group of presenters. Considerations are provided for this model as well as seven simple necessary steps to accomplish it.