This study explores three teachers' perceptions and developments as a result of experiencing learning and teaching in a knowledge-building community (KBC). To understand the teachers' views, in-depth interviews were conducted. The transcripts were coded using a grounded theory approach. The findings indicate that KBC is reportedly viewed by the participants as a meaningful form of professional development that could promote them to move towards more constructivist-oriented teaching. However, the KBC model is not easily adoptable in local school settings. The teachers also reported that time constraints due to the need to "cover the syllabus" were the main barrier to progress. Systemic effort in co-ordinating sustainable change is therefore needed. (Contains 2 figures and 1 table.)