This poster reports on a study of a group of mathematics teachers’ learning experiences in an explicit professional development (PD) project. In the study, video stimulated reflection was used to identify and interpret the teachers’ learning experiences after a three year PD-project. In order to facilitate analysis and representation of the complex processes underlying teacher learning, the Interconnected Model of Professional Growth (ICMPG) by Clarke & Hollingsworth (2002) was used as an analytical tool combined with qualitative content analysis. Findings indicate that the teachers identify learning outcomes and their own learning trajectories in a concrete manner, such as demonstrating an extended repertoire of teaching strategies based on new knowledge as well as increased consciousness of students’ use of concepts. However they also emphasize various elements in the school environment connected to concrete challenges they each experienced in their professional practice. Hence, the ICMPG opens up for several aspects of the complexity of teacher learning to be considered, viewing learning as non-linear and influenced by teachers’ learning environment and contextual factors. An implication of the study is to consider using the ICMPG not only as an analytical tool in educational research, but also as a tool for school improvement.