When teachers collaborate in schools, taking collective responsibility to improve instruction and achieve goals, student performance improves and good results happen. Wyoming is one example of a state that uses peer-to-peer professional learning with notable results. Teachers joined together to form a statewide professional community and saw the reading scores on state assessments improved over a two-year period. Teachers who teach and learn from their peers not only practice the newly acquired knowledge in their classrooms, but also share with their peers. In Wyoming, participation was voluntary, and professional learning was held on weekends to avoid pulling teachers away from their classrooms. For certification and graduate credit, teachers extended their learning beyond the weekend, to better embed the content and pedagogy into routine practice. Wyoming educators realized that federal and state scrutiny on teacher effectiveness is intensifying so in this environment, it was critical that teachers have optimal opportunity to learn and grow together. Wyoming's program produced evidence of the success that peer-to-peer work brings to schools at the grade, school building, and state levels. The teachers preferred to learn with expert colleagues from their "small town," knowing that they were best served by the opportunity to learn from those teachers who work daily in classrooms and schools, who have proven success, whose work is authentic and worthy of emulation, who have deep content knowledge, and who artfully model their pedagogy for the benefit of their professional colleagues.