The purpose of this study is to describe the developmental benefits emerging from the theoretical approach variation theory of learning, and the implementation of learning study in preschool. An educator specialized in educating children with special needs participates in a project aiming to enhance mathematics teaching. The analysis of the professional development takes a phenomenographic approach, discerning the educator's experiences of learning study. Analysis of a deep-interview and videographic observations of three learning sessions shows expanding confidence in the educator's profession, as well as improving educational practice. The learning study's key aspects as means to enhance educational professionality are the opportunity to reflect upon the object of learning, children's competence, educational practice, and interaction taking place within the educational practice. (author abstract)