Education in post-apartheid South Africa has undergone considerable change in recent years and is seen as providing the key to reform and social transformation. However, despite many government policies designed to improve the quality of teaching and learning, education continues to present challenges, particularly within the area of professional development. This small-scale case study sets out to explore how context affects practice in a senior primary school in Limpopo Province, South Africa. Data collection was by semi-structured interview of the principal and teachers, classroom observation and learner diaries. The findings suggest that within this semi-rural school, historical and socio-economic factors significantly influence professional practice. It is proposed that professional development should be a process of personal growth requiring pedagogical understanding within a contextual framework of the individual, the school and society.