Educators across the nation have been responding to the push for content-area literacy instruction in their systems. While the press for higher academic standards has sharpened national focus on the reading of complex, discipline-specific informational texts, educators have been grappling with how to help science, social studies, and vocational education teachers support student literacy for decades (Shanahan & Shanahan, 2008; Shanahan & Shanahan, 2012). Traditionally, content-area focused teachers, particularly at the secondary level, have not been trained to teach students how to access rigorous texts, including which disciplinary-specific strategies to use, how to break down and think about disciplinary text, or how to grapple with difficult questions while reading closely. District leaders, principals, and teacher leaders across the country continue to ask how to create collaborative, content-specific, inquiry-based professional learning for content-area teachers to learn to understand what it takes to read texts in their discipline and how to teach students to do so. Wyoming's Uinta County School District #1 is engaging in literacy-focused professional learning in social studies, science, and vocational education. This article describes how the district got everyone on board and what they've learned along the way.