The voluminous literature on teacher professional development presents varied components of what constitutes meaningful professional development experiences for elementary teachers. The research reported here first identifies these components through an analysis of the literature, and then describes a research project in which those components were actualized to support elementary teachers who explored their literacy teaching in their school and classrooms. The elements of the professional development experience that contributed to success include a professional culture, investment of time, collaborative relationships, the location for professional development, the acknowledgement of external influences, and purposeful interactions. (Contains 1 figure and 2 tables.)