This article utilises complexity thinking to further develop a heuristic model for teacher professional growth as a continuous, recursive and adaptive process. Conversations with six case teachers are drawn upon in a phenomenographic study, seeking variation in ways of experiencing learning and development, together comprising professional growth. Distinctions and conjunctions between learning and development are explored, and an attempt is made to unravel the entangled threads of "purpose," "opportunity" and "response" heard in teacher accounts. These threads, unique in each case, collectively form categories of description as a "possibility space" for professional growth. This cannot fully capture the complexity of teacher learning and development but can be utilised and expanded to interpret past experiences and project future potential, within organisational contexts and external conditions. The process of professional growth is considered as one of "complicity," whereby those involved and the situations they inhabit are mutually implicated in continual and tangible change.