The purpose of this study was to examine the ways that primary level teachers implemented changes in their literacy teaching practice as a result of intensive in-service professional development based on Willows's (1994) model: The Balanced and Flexible Literacy Diet: Putting Theory into Practice. Two teachers from a small elementary school were interviewed at length to determine their perceptions of the key content, process, and context variables of the in-service professional development that guides teachers in translating research into practice. Through the use of qualitative research methods to analyse the data, teachers emphasized the importance effective classroom time management skills, flexibility, creativity, and self-monitoring skills to initiate change in the classroom. The results also suggested that teachers are most likely to implement change in early literacy instruction when there is strong ministry, administrative, and staff support. Recommendations are made for implementing future professional development programs.