The purpose of this qualitative study was to examine the impact upon a group of ten early childhood inservice educators of a collaborative professional development course in early literacy development presented using the tools of narrative and reflection. The study considered impact in terms of teachers' beliefs, values, practice, and sense of professionalism. A constructivist framework for designing and conducting the course allowed teachers, regardless of former training and experience, to participate in and contribute to the course. Data were drawn from teacher writings and included reflections, responses to readings, and narrative descriptions of lessons taught. These were analyzed to identify themes concerning the impact of the course. Analysis of the data revealed three primary themes: 1) impact on teacher beliefs; 2) impact on teaching practice; and 3) impact on teachers' understanding of professionalism. Teacher feelings revealed beliefs, validation, values, and growth within a learning community. Teacher practice demonstrated how the learning environment, the social climate, assessment practices, and pedagogy supported early literacy development. The teachers' reflections on their sense of professionalism described growth, change, and meeting external expectations of the literacy development of students. The study confirmed that reflection and narrative are useful tools for improving teaching. Dialogue among participants allowed them to share teaching knowledge. The collaborative learning community established a group identity within the course and validated participants as experts within the context of their own teaching. Future research should consider narrative and reflection in collaborative professional development settings for other audiences and other areas of learning. (Contains 1 table and 6 footnotes.)