The following research report documents a professional development that focused on promoting understanding of algebraic learning progressions across vertical teams of elementary and secondary teachers. Analyzing quantitative data from the pre and post MKT assessment and qualitative data from lesson reflections and final course reflections, revealed multiple outcomes for teachers. More specifically, elementary teachers had lower MKT than the secondary teachers in both pre and post assessment, and teachers exhibited a significant increase in their MKT as a result of the program. Further, all teachers gained more in depth knowledge about the learning progression of algebra through collaboration in vertical teams and revealed a focus on improving pedagogy through the use of high leverage teaching practices. [For complete proceedings, see ED581294.]