This article describes the theoretical and conceptual framework upon which the Developmental Designs (DD) approach is based and four fundamental human needs especially compelling for adolescents. These are used as the foreground to explain and contextualize the Developmental Designs' 10 classroom practices and professional development workshop/training model, including a description of the Developmental Designs workshop facilitators. Furthermore the study explores longitudinal registration data of teachers and schools participating in the Developmental Designs professional development training from 2005 to 2010. The study reports that 428 schools in and outside of the United States employ 1 or more teachers who have received Developmental Designs training; 414 of the 428 schools are described as residing within the United States and are spread across 29 different states. Statistical analysis was performed to test the question: What is the relationship between schools with 4 or more Developmental Designs 1- (DD1) or Developmental Designs 2- (DD2) trained teachers and those with 1-3 DD1- or DD2-trained teachers? Results indicate that a relationship exists between the number of DD-trained teachers in a school and that school's adequate yearly progress (AYP) status. (Contains 8 figures and 2 tables.)