<p>Research points to the importance of a more practice-oriented approach to pedagogical development courses in higher education. In this article, we ask: <i>How are examples of quality teaching expressed by participants in a pedagogical development course and how do they perceive them as meaningful?</i> Employing an ethnographic research design, the study draws on empirical data from seventeen semi-structured interviews, eighteen individual written assignments and fieldnotes from participant observation throughout the course. By using Bildung-centered general didactics and andragogy as a theoretical lens, the results indicate that quality teaching is a matter of (1) selecting the content, (2) exploring the content, and (3) establishing presence and dialogue. These examples are perceived as meaningful because they provide concrete, practice-oriented approaches for restraining and interpreting the content, drawing on prior experiences, and fostering shared and exploratory learning environments. The study argues that Bildung-centered general didactics and andragogy function as a translator between university teachers’ existing understandings of teaching and knowledge, thereby supporting their professional development. Based on the results, the paper outlines recommendations for enhancing professional development courses to better support university teachers’ ongoing professional development.</p>