As professional developers for the Adult Basic Literacy Education (ABLE) system in Ohio, the authors have focused their efforts over the last several years on more actively engaging adult basic education teachers as learners in the professional development they offer. By creating activities that engage teachers in active learning with their adult students, they hope to help those teachers see the benefit of using more active learning strategies in instruction. Because students are present, teachers have the unique experience of concurrently viewing the class from both a student's and an instructor's perspective. This article describes how the authors engage teachers as (and with) learners in one model of effective professional development.