This issue of "Inside Out," a publication of Community College Research Center's (CCRC's) Scaling Innovation project, explores how developmental education reforms can create opportunities for faculty to engage in professional learning related to instruction. The authors present a case study at Fullerton College, where the process of redesigning a developmental English course influenced instructors' everyday work of classroom teaching. Based on their observations across the Scaling Innovation partner sites, the authors outline a three-part framework for designing effective professional learning opportunities. (Contains 2 endnotes.)