The purpose of this study was to compare 1st-grade teachers' responses to professional development (PD) programs in reading that differed in means and degree of support for teachers' learning and efforts to improve their reading instruction. We compared 3 models of PD: the 1st model provided only seminars for the teachers, the 2nd model provided seminars and support for teachers' evaluations of their instruction, and the 3rd model included these 2 components as well as a literacy coach to support teachers' integration of new methods into their teaching. We used surveys and observations of practices to assess teachers' views of the PD program, their knowledge about reading, and their instructional practices. Results showed that the teachers in the most intensive 3-component model were distinguished from the teachers in the other 2 conditions primarily in the changes in their instructional practices across the year. Results suggest that extensive support for teachers in their schools and classrooms is most likely to lead to changes in their practices that are responsive to current research on effective reading instruction for 1st graders. (Contains 3 figures and 6 tables.)