In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive reading strategies through 1 of 2 models of professional development. One group attended a traditional 2-day summer in-service; the second attended the workshop and received classroom-based support from a reading coach. Using a random-effects, multilevel, pretest-posttest comparison group design and a multilevel modeling analytic strategy, we determined the effects of these 2 models. The full intervention group (teachers who were coached) outperformed the partial intervention group (workshop only) in all the teacher observation and student achievement measures. This study demonstrates the potential of coaching as a viable model of the professional development of reading teachers.