This article features the Dysart Unified School District in Surprise, Arizona and discusses how the district developed a long-term professional development plan. The authors present an example that highlights what is becoming common practice in the district: supporting teachers through differentiated, job-embedded professional learning, using specific feedback as the vehicle to impact classroom instruction. The authors also discuss how the district implemented a professional learning model that emphasizes collaboration between teachers and coaches. The effective professional learning implemented in the district is grounded in what educators believe are three professional development basics: (1) a focus on quality teaching; (2) opportunities for specific feedback; and (3) follow-through to ensure a high level of implementation. The payoff is increased student learning as an outcome of reducing the gap between what teachers know and what they do.