In each issue of the "Journal of Staff Development" ("JSD"), senior advisor to Learning Forward author Joellen Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes. Detailed in this issue is a randomized control study in which researchers examined the impact of an inquiry-based science curriculum for 5th-grade English language learners (ELLs), recently reclassified ELL students, and non-ELL students coupled with teacher professional learning in science content, content-specific pedagogy, and language acquisition on two distinct measures of science achievement. The intervention had a positive and significant effect for all students at the end of the first year of the three year intervention. [The study featured in this issue is Llosa, L., Lee, O., Jiang, F., Haas, A., O'Connor, C., Van Booven, C., & Kieffer, M. (2016). "Impact of a large-scale science intervention focused on English language learners." "American Educational Research Journal," 53(2), 395-424. (EJ1095224).]