This study examines the impact of implementing the professional development program, Keeping Learning on Track (KLT), on teaching and learning in a rural school in a Midwestern state. KLT was a program developed by Dylan William and his colleagues at the Educational Training Service and published by the Northwest Evaluation Association (NWEA). Teachers and administrators in the district were surveyed after using the KLT model for one to two years to determine the effectiveness of the program on teaching and learning. Survey results indicated that teachers felt that KLT improved their instructional practice and that KLT has improved student learning for students in their classrooms. In addition, teachers agreed that formative assessment is valuable for improving teaching and learning.