This article explores the work of three university professors who are committed to issues of social justice and community building in a professional development master's degree program for practicing teachers. The program incorporates such traditions as arts integration, reflective practice, critical reflection, and teacher research as mechanisms to foster the transformation of teachers' “hidden inner curriculum.” Findings from an evaluation of the program include evidence of transformation by means of unveiling the hidden inner curriculum via identity development, voice experimentation, and perspective taking. Implications and suggestions for pre- and in-service teacher education include community building, individualization, and developing a sense of agency in teachers.
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