This article outlines the methodology and findings from an interpretive collective case study exploring the professional learning of three elementary music teachers. Participants were purposefully selected based on their differing career stages, background, and teaching situations, and each participant was interviewed five or six times over the course of the 5-month study. Additional data sources included field notes from classroom observations, a variety of artifacts provided by the participants, and responses to Pre-Interview Activity prompts. Through hermeneutic analysis of individual case data related to each participant’s teaching and experience of professional learning, participants were found to have a variety of highly personalized learning processes which they used as mechanisms for their ongoing professional growth. Cross-case analysis revealed three larger themes related to the participants’ professional learning: (1) The quality of the participants’ learning was always instrumental and related to specific personal goals for/issues in practice; (2) meaningful professional learning had a temporal element and was characterized by continuity; and (3) the participants’ professional learning was social in nature.
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