This article is a descriptive account of a professional learning community established among university professors, university teacher candidates, a school district instructional supervisor, the high school principal, a high school literacy coordinator, and teachers of a Mid-Atlantic high school in the United States. This learning community created a literacy vision for the high school and restructured the school and the curriculum to reflect these literacy goals. The university instructors and their students became an integral part of the learning community with the high school personnel through their university coursework, practica, and student teaching experiences. Through their literacy vision, this learning community transformed and enhanced the literacy experiences of adolescents within this high school campus. (Contains 1 figure.)