Teachers in a Nevada district office have been reading and discussing Sandra Cisneros' book, "Hairs/Pelitos," and are collaborating on a poster that uses figurative language to describe 38 a character from the text. The participating teachers are preparing to lead this same activity with their elementary students who are newcomers to the United States. The district, which is a large urban district in Nevada, includes newcomer students who recently arrived from 133 different countries and speak over 110 languages. To ensure these students have high-quality learning opportunities, the district partnered with curriculum designers from WestEd's English Learner and Migrant Education Services team to design situated, district-specific upper elementary newcomer curriculum accompanied by curriculum-based professional learning. Consistent with the Standards for Professional Learning, teachers engage in interactive, meaningful, and sustained learning that builds their expertise through deep connections to the content and the way students experience it. Data collected before and after professional learning show that teachers have a more accurate understanding of best practices for teaching multilingual learners after participating.