Following on from the previous paper, this paper will present the model of teacher professional development that was developed. It will provide illustrative examples from different schools in the three countries as to how the model was used in each context. Even though guidance was offered as guidance to schools, flexibility was allowed at the same time to take into account the specifics of each context. An engagement with the views of students is at the heart of the strategy. The paper will go on to explore some of the challenges involved in capturing and engaging with such views, and how these difficulties can be overcome. In so doing it will provide illustrative examples of a range of techniques that are proving to be valuable, including focus groups, sociograms, drawings and photo-voice. Consideration will also be given to ethical matters that arise when collecting and engaging with students' views. Most importantly, the paper will show how the views of the students were used in schools to improve aspects of learning and teaching. Evidence of the impact on teachers' thinking and practices will also be provided.