As a longtime provider of professional development for early childhood educators, I continually search for techniques to make workshops more effective for participants. My purpose for this article is to share how I used Bloom’s Taxonomy to create a new framework that reconceptualizes workshops in a way that not only promotes adult learning and higher order thinking skills, but also models the pedagogical practices educators can use in their work with children. I hope that by providing both the background methodology and a model for this new workshop framework, I will help other trainers, directors, administrators, and especially educators, to think about ways we can introduce, explore and extend content knowledge in meaningful ways that mirror best practice.