The authors conducted a case study in four elementary schools that demonstrated consistent gains in reading achievement, despite their failure to meet Adequate Yearly Progress. By examining the professional development experiences of six teachers in these schools who reported high levels of change on a wider survey, the authors aimed to identify what type of professional development is required for teachers to provide exemplary instruction. They saw significant evidence that it was the intentions teachers took into professional development experiences that had the greatest impact on teacher change. The teachers within this study took control of their learning and made their experiences work for them. The intentional influence participants have on their learning has propelled their growth forward and redefined what is considered professional development at their schools.