Teachers must deal with a diversity of students' abilities, strengths, and interests in their classrooms while at the same time covering the material, prepping students for standardized tests, and preparing themselves to be "highly qualified." Legislation requiring services for gifted and talented students and the paucity of quality programs for such students has left the classroom teacher to fill the void, which brings up the question: How do class room teachers address issues of equity and excellence while pursuing curricular and instructional innovations that fundamentally change the way schools operate? Further, how do classroom teachers receive the training they need to teach to students' varying abilities, interests, and learning styles? There has been one innovation introduced that has demonstrated initial and lasting change: peer or technical coaching (Joyce & Showers, 1995) combined with strategies and techniques for enhancing and differentiating curricula for high ability students. This article represents a summary of that action research study, the purpose of which was to chronicle a year of implementing technical and peer coaching models to help teachers modify, differentiate, and enrich the curriculum for diverse learners.