The focus of this paper is on a research project pursued to examine four key features in an in-service teacher education course for secondary art teachers in Hong Kong: practice into theory; good art teaching as a frame; dialogue journals for reflection on practice; and self-evaluation using standards of good practice. While the data collected provide a basis for enhancing a better understanding of good art teaching, professional development, and differences between art teaching in Hong Kong and Western countries, the discussion of this paper revolves around professional development.