This study examines the interrelationships between self-efficacy, teacher learning, and co-constructed partnership (school-university-community-government) in professional development. Through the case of a unique curriculum called Teaching Living Legends (TLL) for teaching music, the study explains how continuity in partnership and “enacted mastery experience” become important levers for teacher learning and the increase of teacher self-efficacy. This study collected email interviews, open-ended survey responses, and lesson observation to determine how teachers exhibit the characteristics of high teacher self-efficacy as outlined by Ross and Bruce (2007). It was found that teacher learning and self-efficacy increase when a connection is present between theory, practice, and person. The study concludes that programme continuity through co-constructive partnership and flexible implementation of professional development (PD) curriculum provides the space for teachers to observe their own practices over time to witness the effects of the skills and knowledge gained to their individual needs. Therefore, this focus on the teachers’ experiences makes PD meaning-oriented, which leads teachers to pedagogically innovate in delivering new content.