Gladwell (2000) describes context as "the tipping point" for leveraging change. This paper explores how differentiated learning opportunities situated in the school context supported changes in practice for urban elementary teachers during the implementation of Writer's Work-shop (Calkins, 2003 & 2006). The teachers in this study were offered an integrated network of support and professional growth options tailored to meet evolving learning needs over time in order to ensure high fidelity implementation in their classrooms. These learning opportunities included demonstration lessons and follow up debriefs, targeted learning walks, and working with a peer partner, university partner and literacy coaches. The key levers for change examined in this paper were dedicating time for teachers to engage in critical dialogue with colleagues, and offering multiple contexts for teachers to lead these conversations.