When teachers participate in professional development and learning opportunities it enables them to reconceptualise their assessment and teaching practices with the support of facilitators and researchers. National programmes of professional development and research, such as the three year Enhancing Effective Practice in Special Education (EEPiSE) programme led by the Ministry of Education, also created opportunities for researchers, professional development facilitators and Ministry personnel to reconceptualise their ideas, beliefs, values, and understandings of what it means to learn, and acknowledge the diversity of learners and learning. This paper highlights some of these learnings and explores ideas around supporting and challenging teacher practice through their own learning. It signals the need for both action research and action learning models of support to teachers, and highlights how "simple things" such as change in teacher talk and small adaptations to teaching practice lead to more complex changes within the classrooms and schools. Within the project an interplay between Ministry, researchers, facilitators and teachers enabled a richer indepth exploration within each school setting about the intent of EEPiSE and inclusive practices for all learners. The outcomes for teachers and schools was often portrayed through the increased learning achievements of their students; however, the realities of teacher daily practice often blur the correlation. The significant achievement of EEPiSE is the celebration that teachers, researchers, facilitators and Ministry combined efforts to continue to tackle and enjoy the challenge of learning for us all.