Professional development programs enable teachers to familiarize themselves with new teaching methods. However, practicing what one learns in the process depends on one's internalization. This study aims to present how teachers manage these processes of acceptance. A professional development model supporting teachers was created for this long-Term case study, which observed the teachers' development. A 3-day hands-on training program was organized for a group of volunteer teachers, three of whom were provided with on-The-job support for one academic year. During the on-The-job support process provided through scaffolding, internal barriers against new applications were identified. Changes in these barriers were classified into affective and communicative categories and presented holistically in this study.