stitute of a Colombian state university. Questionnaires, semi-structured interviews, class observations, and a researcher’s journal were used as data collection instruments. Findings suggest that these inservice teachers improved their classroom performance as their teaching became more communicative, organized, attentive to students’ needs, and principled. In addition, theory, practice, reflection, and the role of the tutor combined effectively to help the in-service teachers improve classroom performance. It was concluded that these programs must be based on teachers’ philosophies and needs and effectively articulate theory, practice, experience, and reflection.