“Teacher education is conceived as a public policy problem, based on research and driven by outcomes” (Cochran-Smith, 2005). In Scotland, the new curriculum for Excellence has initiated wider debates about pupils’ learning and the knowledge and skills required by teachers to support such learning. However, the systemic nature of educational practice means that no single change can bring about the desired vision and more thorough discussion and joint actions are required to bring the entire educational community (ranging from teachers, pupils, to parents and teacher educators) to engage with a problem which is both local-national and global-international. This contribution draws on the experiences of a six-year teacher education pilot programme currently being developed in Scotland. Funded by the Scottish Government and the Tom Hunter Foundation, the strap line of the program is ‘Developing teachers, improving pupil’s gains’. The talk will describe the process of personal and professional development by means of which the students and tutors on the program began to make the transition from teaching to learning and by so doing they started to explore the cultural, political and relational aspects of education. Preliminary findings illustrate the complexity of teacher education (Colucci-Gray and Fraser, 2008) and the changes of attitudes, patterns of relationships, language and skills which are required to make the transition from a narrow definition of pupils’ gains to a broader one, which encompasses new value-dimensions and shifts in worldviews (Stirling, 2000).