This study explores the Advanced Placement® Statistics reading as a source of professional development for teachers. The study was conducted to capture the motivation for and benefits from attending the collective grading. Research has shown that examining student work during professional development has implications for teaching. The premise of this study is that Advanced Placement readings are a context for examining the impact of collective grading of student work. The purpose of the study was to examine the motivation of and benefits for AP Statistics reading participants. The results suggest that analysis of student work may be a method to address teachers' preparation to teach statistics at the level expected by recent reform movements in the field of statistics education.