While the effects on students participating in the Philosophy for Children program have been the subject of several studies, little research has been done on the experience of teachers implementing this pedagogical approach. Exploratory in nature, this interpretative qualitative research focusses on the meaning that the participants give to their experience with the Philosophy for Children program. Interviews were conducted with three primary school teachers. The results show that the implementation of the Philosophy for Children program has led to changes in the teaching methods and strategies of the participants. They believe that they now foster a teaching approach favoring the development of thinking skills in which students interact with one another by encouraging the coexistence of different points of view both within and outside philosophical communities of inquiry.