This article introduces Project RAISSE: Reading Assistance Initiative for Secondary School Educators and shares the findings of a study into those factors found to motivate study group participants at two rural high schools in the southern USA. The research team collected qualitative data over a two-year period, including interviews, artifacts, observations, blogs and surveys. Data were analyzed for any indication of that which positively or negatively impacted participants using a content analysis approach. The inquiry yielded the following four categories found to motivate study group participation in a secondary school setting: creating an environment for adult learning; translating new literacy learning into practice; providing and developing materials and resources; and blogging to continue conversation. The article offers a detailed framework for developing and implementing a network of onsite study groups designed to motivate teachers' ongoing learning that impacts instructional improvement. The conceptual framework underpinning Project RAISSE offers insight into how we might address systemic professional development for secondary schools that has a good chance of improving instructional practice and positively affecting student achievement.