We present data from a teacher professional development intervention, a work circle where researchers (expert in the domain of spatial reasoning) and teachers (expert in teaching in a classroom) worked together to develop spatial tools, based on lab evidence, which could be used in actual classroom lessons. We found that, although spatial anxiety was not directly addressed during work circle activities, teachers experienced a decrease in spatial anxiety (but not math or reading anxiety) over the course of the school year. Possible reasons why this intervention was successful in reducing teacher anxiety about spatial reasoning tasks are discussed.