Teachers of students with significant cognitive disabilities have expressed the need for additional training and resources to realign instruction to general education standards. At the same time, pre-service teachers preparing to enter the field of special education need to be placed in classrooms where teachers have updated knowledge and skills to deliver grade-aligned instruction to students in this population. In this project, the needs of both groups were addressed through a partnership between an Institute of Higher Education (IHE) and local board of cooperative education services. Specifically, in-service teachers received training in research-based practices to implement grade-aligned math instruction to middle school students with significant cognitive disabilities. Pre-service teachers who received the same training in their college coursework created adapted materials to implement the instruction. Results of the project's effect on in-service teachers, their students, and pre-service teachers are reported. Implications for future directions in professional development are discussed.