Project-based learning is a successful way to engage students in learning in the classroom, and research reports increases in student achievement data. This article asks: If both students and teachers are more engaged when project-based learning is used, why aren't the elements of project-based learning being used to engage teachers in professional development? Project-based learning provides a framework for transforming professional learning with innovative instruction and can be a model for designing job-embedded professional development for all teachers. Traditionally, projects are often used as a culminating experience after the majority of teaching and learning has occurred. For example teachers might cover important content and skills on a particular subject, such as argumentative writing and then have students choose a project to show what they know. Instead of waiting for the project, project-based learning makes the project the main course of learning. The project is also centered around a meaningful driving question, such as, "Is our drinking water safe" or "How can poverty be reduced in our community?" As the project is engaging and meaningful, learners apply what they are learning in a cycle of inquiry. They are given voice and choice in what they might learn and how they will manifest that learning and share it with a public audience. Seven questions are provided here as a framework for planning and implementing project-based learning professional development. The author has taken the basic components of effective project-based learning and applied them to professional learning at the Shanghai American School in Shanghai, China. The school is used as a model, and the author describes the process used there as the team focused on fostering an effective learning community of educators that can collaborate to impact student learning in more meaningful ways.