The current educational spotlight on accountability has helped create a focus on teacher practices and their subsequent effects on student achievement. Professional development has been shown to be an effective vehicle to impact practices; however, research has only recently begun to provide an understanding of its impact in literacy instruction (Anders, Hoffman, & Duffy, 2000). The Intentional Teaching Model (INTENT) was created to provide a method of professional development aimed at promoting change in the instructional practices of reading teachers. This article outlines the phases of the model and provides research-validated evidence of its effectiveness in promoting teacher change and increasing student achievement. Implications for practices of several levels of educational stakeholders are presented as a context for using INTENT. (Contains 1 figure.)