This research report from Project Zero at Harvard Graduate School of Education and Innova Schools presents findings from a 4-year study in a Latin American context focused on deeper learning in teacher education. The study examined the experiences of 28 instructional coaches and academic coordinators who participated in a series of online workshops focused on inquiry, autonomy, and collaboration to promote deeper learning. The report is divided into five parts: (1) context of the research study, (2) conditions and challenges in creating pathways toward deeper learning, (3) impactful approaches and tools that proved successful, (4) growth and development of participants over the course of the study, and (5) limitations and future directions of research. The report illustrates findings that include vignettes of deeper learning in practice and educators’ challenges, such as limited classroom flexibility. It also shares successful teaching tools that may be used in other contexts, such as modeling core practices and creating sustained opportunities for inquiry.