Introduction - Professional development (PD) encompasses a full range of activities, formal and informal, that engage teachers or administrators in new learning about their professional practice (Bransford, Brown and Cocking , 1999). Three primary goals of PD programs are change in teachers' classroom practices, change in their attitudes and beliefs, and change in student learning outcomes (Guskey, 2002). Achieving these goals depends on how teacher learning is conceptualized and the conditions under which any change is introduced. This article aims to discuss the factors that determine effective teacher learning in the context of change, analyzing the results of interviews conducted with teachers at Monfort Secondary School (MSS) in their implementation of the Bring Your Own Device (BYOD) program – a school-based initiative conceptualized to meet the desired outcomes of student-directed learning (SDL) and collaborative learning (COL). Equipping teachers with the tools to implement change – When BYOD was piloted in 2013, it required teachers to adopt a mindset and pedagogical shift. In-house and vendor-led workshops have been the primary means of equipping teachers with the tools to become expert navigators and facilitators of information technology (IT)-based learning. Subsequently, teachers were expected to adopt pedagogical innovations to promote SDL and COL through the use of the device. They had to rely mainly on technical knowledge acquired through workshops, which reflected incompatibility with pedagogical requirements. It is not uncommon for schools in Singapore to see workshops as a means to bring about change. The assumption is that the ideas and concepts presented in a workshop are transferable. Hoban (1992) argued that discrete courses present… a medium of paper… training plans for teachers, I envisioned equipping key personnel to transfer their learning to teachers. Unfortunately the transference had been weak. In fact, laboratories alone would not be sufficient. PD requires an interaction-oriented approach that encourages inquiry, broadens perspectives, and inspires change. It must aim to challenge teachers' minds, engage their hearts and empower their hands. The success of any change includes learning and professional discretion and embraces a view of complexity to effect the change and ensure its sustainability. To avoid the danger of over-focusing on change and neglecting those who implement it, the symbiotic relationship between policy makers/key drivers and teaching agents needs to come into play. Ultimately, it is teacher support that provides a cohesive and coherent foundation for meaningful change in schools.