This paper describes how Western Washington University's Woodring College of Education designed an elementary Master in Education program to meet the needs of practicing teachers. Data gathering activities included systemic review of the graduate catalog's programs and enrollment; surveys of administrators and educators who completed Master's degrees; and information-sharing meetings with teachers and administrators from area public schools. A cohort model of up to 25 students to complete the courses and program over 6 consecutive quarters was developed. Classes were held on weekends during the academic year and Full-time during the summer. Candidates learned to implement innovative literacy assessment and evaluation techniques, develop superior literacy-based curricula, design and implement action research literacy projects in their schools, and understand social, psychological, and philosophical theories related to literacy and child development. Faculty communicated about the cohort through writing and meetings, and they team taught some classes. A mid-program evaluation occurred with the first cohort, and an exit evaluation is being planned. Students liked the weekend format. They appreciated the overall program design and faculty responsiveness. They saw connections between theories, research, and classroom practice. They responded positively to the cohort model. Challenges included gaining access to the library on weekends, faculty resistance to working on weekends, and controversy over students' culminating projects. (SM)