It is abundantly clear that increasingly complex, diverse, technological middle level schools require educators to take on new roles. Change is the only constant, and as a result there is a huge chasm between what middle level teachers experienced as students themselves and as preservice teachers and the exigencies and realities of middle level schools today. The middle level principal who desires change must implicitly and explicitly model the willingness to be the first to change. If principals understand that teachers cannot make students learn without using flexible schedules, providing choices, and establishing ownership, then it certainly makes sense for them to provide teachers with facilitative models, sources, and resources. Ideally, the principal ensures that teachers, through their instructional teams, are provided the time and purpose to read, study, debate, and analyze instructional practices; examine student work; analyze assessment data; participate in classroom visitations; and set goals. In short, staff development needs to be ongoing, job embedded, and dynamic and involve deep exploration, meeting individual teachers' needs. In this article, the authors discuss four implications of an individualized approach for staff development: (1) customization of mass-development approaches; (2) collaboration between teachers; (3) emphasis on the use of multiple teaching skills and strategies; and (4) identity development.