Despite the promise of discussion-based pedagogy in fostering democratic habits and critical thinking, classroom discussion remains underutilized in elementary social studies. This qualitative case study investigates how three elementary teachers learned and implemented discussion strategies introduced through a series of professional development (PD) sessions. Framed by theories of personal and personal practical knowledge, the study explores the relationship between teacher learning and practice. Drawing on interviews, classroom observations, and analytic memos, four interrelated factors emerged as critical to teacher uptake: preparation, commitment, relationship, and agency. Findings illustrate that teachers' prior experiences, perceived control, and levels of support significantly influenced whether and how PD learning was integrated into instruction. Rather than assuming a linear relationship between exposure and implementation, this study emphasizes the complex and relational nature of teacher learning. It highlights the importance of sustained, content-specific PD grounded in trust, reflection, and contextually responsive mentorship. Ultimately, this research contributes to our understanding of how in-service teachers translate PD into practice and underscores the unique opportunities and challenges of fostering authentic discussion in elementary social studies classrooms.