Based on the theories of social construction, action research and reflective teaching, the authors developed a cooperative-reflective professional growth（CRPG）model in order to promote the professional growth among four second-grade female teachers of an elementary school in Taipei.  The CRPG model is composed of five circular stages: planning, action, revision, evaluation, and reflection.  Within each stage, various types of activities had been designed.  Reading curriculum design papers, writing reflective journal, peer coaching, discussions with experts, and collecting teaching portfolio are among the most essential.  Based on the above materials collected from the weekly meetings with the participating teachers during two consecutive semesters in 1999, this paper explored how the CRPG model affects the growth of teachers in terms of their teaching knowledge and beliefs, and teaching-related community relationships.  It has been found that: (1) participating teachers become more flexible in classroom management and tend to reshape their instruction methods according to their teaching experiences,  (2) student´s daily living experiences become the priority concern in the integrated curriculum, and the formative and authentic assessment of teaching are more emphasized,  (3) the participants acknowledged that the students are active constructors of knowledge such that the teachers tend to combine their teaching concepts with materials other than textbooks to improve the students’ learning effects,  (4) the teachers realized the objective of integrated teaching so as to encourage and assist students to develop higher level thinking, and (5) the new content enhanced by the networking method plus multiple materials have significantly promoted student’s learning effects.  As to the teaching-related community relationships, the participants had successfully developed a friendly and effective teaching network and received help from the students’ parents and other sources.