Survey data gathered from a group of reading specialists and classroom teachers participating in a regional IRA conference focused on vocabulary instruction were analyzed for this article. The survey inquired into their classroom and building practices relative to the teaching of vocabulary. The results indicate that the major concern is not what materials to use or what practices to select--as one might expect--but how to develop a coherent building or district-wide program. These literacy educators spoke most clearly about a need for planning together, opening the doors to dialogue, and using limited professional development resources to work together to make decisions. What began as a questionnaire about literacy practice turned into answers about how the field of professional development best attends to desires for change. (Contains 3 tables and 4 figures.)