First-year research conducted by the authors of a 3-year, cross-cultural, professional development project involving English-as-a-Foreign Language (EFL) teachers at a private pre-K-12 school in central Mexico. Findings indicate that key elements of the integrative-systematic approach - developed to respond to the combined need for equity and quality schooling within the highly diversified and differentially performing student populations in U.S. public schools - had positive effects on EFL teachers and students within the school.