How does professional learning look and feel in high-poverty schools where every student makes at least one year's worth of progress every year? How do schools and leaders put all the varied components of professional learning together so that they support all students learning every day? What professional learning grounds and sustains educators in high-achieving, high-poverty schools that personalize learning? The authors studied two rural and two urban schools with significant free-lunch eligible populations whose achievement data outperformed most schools and narrowed the achievement gap for multiple student groups over time. The four public schools differed from one another while sharing unique ways of linking equity and professional learning. This article conveys their common characteristics as well as specific examples from one of the study sites -- Stults Road Elementary School in Richardson, Texas. [This article is adapted with permission from "Growing Into Equity: Professional Learning and Personalization in High-Achieving Schools" (Corwin Press, 2013) by Sonia Caus Gleason and Nancy Gerzon.]