There are ways for teachers to carry out independent professional development--leading themselves to grow in their understanding and practice of teaching. Two of these are action research and individual development plans. However, to use these models, teachers need connections with teaching colleagues, a mentor, and/or a basic understanding of how to do research and carry out reflection. These are resources that rural Nicaraguan teachers--and many teachers in other contexts around the world--rarely have. The authors looked for an alternative pathway for independent professional development and began to ask the questions: What would professional development look like if trainers and colleagues were less important in the process? What would it look like if teachers were experimenting autonomously on their own with teaching materials that met their needs? As researchers and teacher trainers, the authors discovered a concept that was new to them: "Educative Curriculum Materials" (ECMs). ECMs are teaching materials intentionally designed to guide educators to understand teaching concepts in their own way. Teachers "infer" theory rather than "hear" about it in a workshop. The authors applied the concept of ECMs to teaching English as a foreign language (EFL) and developed materials in collaboration with Nicaraguan teachers. In this article, the authors describe ECMs and review key literature related to them. They then suggest a process that others who are supporting teachers in similar circumstances can use to develop and refine classroom materials that provide independent professional development. The authors share examples of their own findings in Nicaragua as well as some sample materials.