This paper presents a case study of a secondary school involved in an innovative change process that has at its focus the enhancement of student learning outcomes. The process of change centres on the action of teachers in classrooms rather than change in organisational structures. The process is teacher centred, interdepartmental and focused on a shared understanding of the need to create new challenges and learning experiences for students. The change process has enabled the development of shared understanding within the teacher group that has at its focus a definition of authentic pedagogy. The study illustrates that the reconceptualising of their work and across-discipline sharing of new knowledge and new actions has changed significantly the way teachers work. This new learning has impacted on the teachers’ classroom action and has generated new initiatives that have impacted on student learning outcomes particularly in middle school classrooms.