In this article, the author highlights the methodology, analysis, findings, and limitations of Marsh, J., Bertrand, M., & Huguet, A. (2015), "Using data to alter instructional practice: The mediating role of coaches and professional learning communities," "Teachers College Record," 117(4), 1-40. This exploratory research study focused on two questions: (1) How does working with a coach or professional learning community mediate teachers' responses to data? and (2) What factors influence the activities and effects of coaches and professional learning communities? Coaches and professional learning communities influence how teachers respond to data and how they use data to change delivery of instruction--that is, reorganizing how students acquire knowledge and skills. The influence emerges from the relationship between vertical and horizontal expertise and coaches' and professional learning communities' facilitation of teachers' change in instructional delivery. The study also concludes that dialogue mediates changes in practice and that supportive school and district contexts increases the possibility for change. This exploratory small-scale study provides insights on several standards of effective professional learning. It illuminates the importance of Learning Forward's Standards for Professional Learning: Learning Communities, Leadership, Resources, Data, Learning Designs, Implementation, and Outcomes. Additionally, this research study provides insights on effective use of coaching and professional learning communities; the role of professional learning community leaders, principals, and district in regard to data; and the necessary school and district contexts that facilitate teachers' responses to data that results in changes in instructional delivery. The leap to results for students is yet unsupported. However, creating changes in instructional delivery is an essential step in generating results for students.