This article examines the implementation of an innovative English language arts curriculum from the William and Mary Center for Gifted Education (CFGE) using the perspectives of teachers and its impact on students. The school/university collaborative project between Paradise Valley Unified School District and CFGE is discussed in the hope of highlighting the benefits and modifications of this curriculum. Aspects of the implementation process and teaching and learning outcomes are explored including how we made modifications based on teacher expertise, used workshop and teacher guides to assist in teacher understanding, provided researchers with information about what needed to be changed, and perceived our role in the research process.