Early care and education (ECE) professionals experience a myriad of challenges that adversely impact their well-being as well as their ability to have the greatest teaching impact on the children they serve. There is general agreement that Professional Development (PD) can improve teaching practices. The current study examined the impact of a PD experience that included both adaptive work (e.g., addressing educators' existing strengths, challenges, belief systems, stress levels, and self-care) and technical training (e.g., strategies for addressing children's challenging behavior). This PD experience was implemented with 62 ECE professionals living on the islands of Hawai'i over 10 weeks and consisted of in-person sessions, web-based sessions, and a community of practice. Findings from this study suggest high ratings of effectiveness of the PD experience and positive improvements in ECE professionals' ratings of their teaching self-efficacy and well-being. (author abstract)