At Hoover High School in San Diego, California, the hard work of learning and refining teaching practices began and continues through professional learning communities (PLCs). The teachers and administrators see PLCs not simply as another reason to attend meetings, but as a means of engaging with their colleagues about the implementation of a schoolwide literacy instructional framework. PLCs also give teachers a place to focus on student work and to plan instruction on the basis of student performance. In this article, the authors present a snapshot of what a successful learning community looks like.