In this self-study, my role as an external consultant in reframing a professional learning design at one school site is examined during the 6th year of the consultancy. Specifically, this research explores more deeply my role in developing and implementing a differentiated professional learning model, focused on building teacher ownership and choice. It builds on the history of the previous 5 years of the consultancy. The key question being examined is: How has my work, as an external math consultant in introducing a new differentiated professional learning model, impacted on teachers’ practice? Sub-questions include, (a) How did the participants respond to the changed professional learning design and why; (b) How has the implementation of the differentiated professional learning design influenced me in my growth as a consultant and why? In the self-study I employed a range of data sources so as to gain various perspectives from participants involved with the implementation of the differentiated professional learning design. These included semi-structured individual interviews with teachers before and after the implementation of the professional learning cycle, an interview with the Principal, a participant focus group interview mid-way through the cycle conducted by a critical friend, a substantive conversation with the critical friend, and reflective journal entries. The data were gathered and presented with narrative account methods to ascertain the teachers’, the Principal’s, and my own stories and multiple perspectives on experiences regarding the implementation of the reframed design. The theoretical framework of interrelated components of professional knowledge landscapes, reflective practice, and social and situated learning provide the basis for the analysis of the data.