The authors write here that they fundamentally believe that developmental education is about social justice. Professionals in this field are not only responsible to implement evidence-based best practices but also to ensure access to higher education. To meet this need, it is imperative that practitioners turn, as a supportive team, to well-established theories in order to make sound pedagogical choices. This creates opportunities for enriching and uplifting professional relationships. In other words, developmental educators need to be high-caliber teachers while also being advocates for students and activists for the profession. In this three-column series, the authors present one partnership's efforts to improve practice through established research. This three-part series will examine partners' sustainable professional development model, describe specific theory to practice approaches, and discuss the validity and evaluation of their research efforts. The second part of this series addresses specific theory to practice connections, approaches, and decisions this partnership used during their integrated reading and writing (IRW) course redesign.