For middle and high school teachers facing the challenge of implementing the Common Core State Standards, disciplinary literacy instruction is a critical element--and one for which many are unprepared. Disciplinary literacy focuses attention on the reading, writing, and communication skills unique to each discipline (Moje, 2008; Shanahan & Shanahan, 2008). Students need to become literate in discipline-specific ways, but most secondary teachers have had little or no explicit training in disciplinary literacy instruction techniques. For the past five years, a team of instructional coaches, university consultants, and professors teaching courses in adolescent literacy, instructional coaching, and teacher leadership--have learned a great deal about the possibilities and pitfalls of supporting middle and high school teachers' professional learning about disciplinary literacy instruction. This article summarizes some of what the team has learned about the delicate endeavor of working across content areas, across grade levels, and supporting content-area teachers (experts in their respective domains) in tackling the difficult yet rewarding work of enacting disciplinary literacy.