The purpose of this study was to examine whether there was a significant increase in the reading achievement during second- and third-grade of the 12 students who attended Midway Elementary Professional Development School (PDS) from kindergarten through fifth grade. Additionally, the study was seeking a possible relationship between the in-service professional development required by the PDS and the reading achievement of the students as measured on the Developmental Reading Assessment (DRA) test. DRA scores were collected for the 12 students during their second (2003-04) and third grade (2004-05) school years. For each school year the pretest was conducted in the beginning of the fall semester, whereas the post-test by the end of the spring semester. Results indicated that on the average, students scored higher on the post-test than on the pretest. The limitations of our study and the concerns for the future studies are also discussed. (Contains 4 tables.)