Reading is one of the most well-studied aspects of human learning. Since the 1950s, with more interest, research tools, and funding available, the body of reading research has exploded: Every year, hundreds of new scientific papers are published. However, there has been a detrimental lag in ensuring this science is understood by the people who need it most: teachers. This gap between research and practice exists for many reasons: Classroom teachers have limited access to the studies (most articles are only accessible to college students and professors); they have limited time to sort through the hundreds of new findings each year; and the "Reading Wars" of the past century stifled professional learning and dialogue (Kilpatrick, 2015). In the first article in a two-part series, the authors who are educators at the Montessori School of Denver, examines their journey into the Science of Reading started with a supportive administration that recognized the need for well-resourced professional development in response to student needs. In their next article, they will cover specific examples and ideas for bringing the Science of Reading into the Early Childhood classroom.