In April 2005 three course participants of M.Ed at AKU-IED were sent to the community-based school Sunshine Academy where they executed three different educational projects based on their areas of specialization (Mathematics, English and Science) and school's needs. After having an in-depth understanding of needs certain gaps were found by the team members. Being the leader of the project ‘’to know what is unknown’’, my concern was to address the needs of Mathematics teachers who wanted to enhance their pedagogical knowledge and skills of teaching Algebra. In the light of our experience (project leader and two project participants) this report provides guidance for those teachers, who want to teach algebra meaningfully and enjoyably for students; and teachers educators, who are looking forward to select project development course in their M.Ed. program. The report describes both the processes and the product of the project. The report reviewed the whole process of project development in a reflective way. That project development not only provides the room for developing other teachers effectively, and but also it builds leaders' own capacity of need analyzing, planning, implementing and evaluating the educational projects. For teachers this report provides a perspective on teaching and learning algebra in class 8th. It is discovered during the project that students' understanding will be greatly increased as teachers gain a better understanding of how students learn algebra. Most teachers do not use concrete material because they do not understand the connections between arithmetic and algebra or how students' algebraic understanding, reasoning and thinking kills develop. Introduction of alternative ways of teaching algebra through professional development sessions encompassed the increased use of manipulative in the form of; stories, games, and algebraic tiles. It was explored that as teachers were exposed to the curriculum objectives, they began to utilize instructional method that increased students' understanding of algebraic learning. Not only incorporating new ways of teaching effectively into the curriculum has been controversial, but it was difficult and demanding as well. Teachers were worried about covering the syllabus but these worries were reduced by using textbook-based activities. The recommendations in this report capture the role of teachers to be vigilant and supportive while using new ways of teaching. However, teachers must have the time and the opportunity to explore and reflect on the role of resources in Mathematics' teaching.