In the times in which we live, in-service training has been fully integrated into the logic of professional development, as this adopts a holistic approach. At the Pre-School Education Section of the Athens Technological Education Centre, a group of university-level teachers planned and carried out a research – in-service training programme in a network of ten nursery schools in collaboration with working teachers and students. Its aim was the investigation and bridging of communication between the teachers, and the influence of the members of the network (teachers, students, academics) on changes involving the group of young children. The material was formed by 27 pre-school education teachers working in the 10 nursery schools of the network, who were invited to answer a written questionnaire which was compiled for the needs of the specific research project. The results reveal that in spite of the fact that the classic method of in-service training in seminar form was not followed, the teachers state that by means of the programme they filled gaps in their knowledge; they described the programme as 'in-service training carried out in a special way', and found that it was an opportunity for interaction, was the stimulus for the creation of a two-way relation between theory and practice and of interaction in the pedagogic task in all the nursery schools in the network. Most of them expressed a desire that it should continue and described the climate in the group as positive. In conclusion, we could add that those taking part in the programme worked in a climate of acceptance and were understanding towards collaboration in participation, became familiar with the research – action, and also tried out the experiential method of learning in the classes in which they worked with the groups of young children.