One of the core aims for the implementation of teacher professional development programs is to improve student outcomes. Since 1996 the Broken Bay Catholic Diocese in New South Wales (Australia) has been utilizing the language and literacy program known as Frameworks as the staff development component for their 3-year literacy initiative. The program has two modules: the teacher module of the Frameworks program focuses on developing links between current literacy theory, teacher learning and classroom practice, while the student module focuses on three measures of student literacy acquisition implemented in the classroom by classroom teachers. In this paper, the authors explore the changes reported by both teachers and students in a range of areas, including knowledge of literacy teaching and learning, changes in classroom practices and in assessment practices. The paper also discusses some of the methodological issues used in the initial study. As a result of the initial research, a 3-year Industry grant (SPIRT, Strategic Partnerships with Industry--Research and Training) has been awarded by the Australian Research Council to assist the University of Wollongong and the Catholic School Office, Broken Bay Diocese, to complete further research in this area. This research aims to explore the links between teacher learning, student learning, and classroom practice. The paper discusses some of the theoretical and practical issues that have arisen in relation to early literacy development. Contains 39 references, and 4 figures and 4 tables of data. (Author/NKA)