Rather than imposing more school after school, out-of-school-time (OST) programs can integrate literacy into their program activities--just as literacy is integrated into every aspect of everyday life. Program activities give participants opportunities to put literacy, math, and science skills to use in authentic contexts. However, OST staff members aren't trained to be--or paid as--educators. If OST staff haven't experienced reading and writing as engaging and pleasurable, they are no better equipped to engage young people in reading and writing than a person who dislikes swimming or chess can teach those skills. Those youth practitioners, then, need professional development--sustained, engaging, group-based support that enables them to experience literacy as fun or at least as useful toward personally meaningful goals. Furthermore, if OST programs are to provide that professional development, then their funders need to support the work. In this article, the authors draw on their experiences as educators, professional developers, and OST funders to offer suggestions about what constitutes effective literacy professional development and how programs and funders can support staff to integrate literacy into OST programming.