Flowcharts and logic diagrams have a rich history in the fields of logic and mathematics. Researchers such as John Venn, George Boole, George Dodgson and Allan Marquand have all been influential in this field. Barton (2000) has demonstrated the use of flowcharts in education and their power as a logic tool by using them to assist primary school principals to construct comprehensive diagrams that best depicted their perceived understandings of their complex environments. This paper discusses a series of teacher-constructed flowcharts used to assist in data collection and analysis. In constructing their flowcharts teachers seek to convey their personal growth and understandings about a common professional development experience involving language and literacy (Frameworks, 1998). The teachers' flowcharts illustrate the process involved in implementing aspects of their professional development experience into their unique classroom situations. They also indicate a number of enablers and inhibitor's involved in this process as well as show a number of commonalities across situations. The flowcharts also demonstrate how and where teachers have appropriated aspects of their professional development experience into their own teaching and learning environments (Leontyev, 1981).