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High quality professional development and preservice teacher training should incorporate elements to help practitioners to integrate theory, research, and practice. Ideally, lessons and activities in early childhood classrooms would look like a kaleidoscope of dynamic approaches, infusing what is known about teaching into the context of that particular classroom with a diverse group of learners at that moment in time. It cannot be a “one size fits all” package. In the present chapter, vignettes from two schools in different parts of the world (South Africa and the United States) illustrate how digital media (photographs and video) provide powerful tools for bridging principles learned in professional development with ongoing classroom practice. The authors show how the use of digital tools helped teachers to: (1) see the consequences of their teaching decisions; (2) understand and value children's cultures; (3) meet the needs of all students (special needs or gifted) in their classroom; (4) increase family involvement; and (5) demonstrate their accountability. Using video and photographs provides a lens for ongoing reflection and observation of children in action. Digital tools allow teachers to discover their classroom from a different angle, see what children learned, or experience something the teacher missed while engaged in action. Digital tools create dialogue among teachers from diverse settings and provide new ways for everyone to view classroom experiences. They offer opportunities for brainstorming and for gaining different perspectives. Thus, digital tools enhance reflective practice. The authors realized everyone could be changed from the experience, including those who provided the professional development.