“What kind of preparation or ongoing learning is required if teachers are to provide the best possible reading instruction for all students in their classrooms?” (Bean, 2004, p. 12). This foundational question is one that all schools should consider in planning professional development that will give teachers the knowledge and skills they require to address student needs.  While professional development has taken on many forms throughout the years, from one-day workshops to action research, it is still the main component of school improvement plans and recertification programs. After examining professional development experiences of six teachers in four elementary schools, we propose that the traditional definition of professional development should be expanded to include any learning opportunity that provides teachers with new skills, competencies, or ways