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Arguing that transformative teacher professional development may require more than a shift in the content of teachers’ thinking, this paper examines how the structure of teachers’ meaning-making systems might affect their experiences in three mathematics teacher professional development programs. The paper describes the change goals of three teacher professional development programs and their methods for accomplishing those goals. SummerMath for Teachers attempts to support a shift in teachers’ paradigms about mathematics and learning by asking them to personally engage with and reflect on mathematics and pedagogy. The Math Case Methods Project supports teachers in re-evaluating and complicating their ideas about mathematics and mathematics teaching through collaborative inquiry into practice via mathematics teaching cases. The Algebra Project seeks to change the expectations of teachers, students, and the broader community about who can learn mathematics through community organizing and introduction of new curricular approaches. This study explores how the change goals and methods of the three courses might be experienced by teachers seeing through the lenses of several developmentally different perspectives posited by the theory of Robert Kegan (1982; 1994). It explains that differences in developmental frames may result in vastly different experiences within the same program. Finally, the paper raises questions about the implications of bringing an adult developmental perspective to bear on both research and teacher education practice. (Contains 56 references.) (SM)