The education industry has produced volumes of research describing what professional learning should look like, and, for the most part, researchers agree about many of the critical components. In 2011, Learning Forward updated--and most states since have adopted--Standards for Professional Learning that align with this research. The standards call for professional learning that is ongoing, embedded, connected to practice, aligned to school and district goals, and collaborative. This leads to an important question: If we know what good professional learning looks like, why teachers not experiencing it? How can schools and systems bridge the gap between the professional learning teachers need and what they are getting? The key is teacher agency--the capacity of teachers to direct their professional growth and contribute to the growth of their colleagues.