This study explores the question of what might be a model of effective leadership for pedagogical change in early childhood education in Aotearoa/New Zealand. Drawing on a framework of gateways for personalising learning constructed by Hargreaves (2004a) and Engestrom's (1999) Activity theory, a case study of a professional development programme is analysed. Entrypoints or gateways for teachers in three early childhood centres to the professional development programme are identified, as are gateways for sustained involvement and continued learning opportunities. The study uses unstructured interviews with a narrative inquiry approach to hear the teachers' stories and the findings of the study are presented in a narrative style in order to capture these voices. The major findings from the study indicate that professional development is a complex interweaving of voices and intentions. There are three key elements of the ongoing personalising learning as a result of involvement in the professional development programme: distributed leadership, teacher voice, and community. The context of early childhood provided unique definitions of the gateways and common elements were found in identifying the entrypoints and features of sustained involvement. The study implies that effective leadership is distributed across the community and the sustaining features of the professional development programme need to be elements of any provision of professional development intent on personalising learning for pedagogical change.