It may be hard to imagine teams of high school educators--teachers, counselors, principals, central office leaders, curriculum specialists--working together to overcome the student achievement barriers of poverty, ethnicity, apathy, and inconsistencies in rigor and access to the curriculum in order to pursue the "ought-ness" of a better day. But in 2003-2004, the adults at Phoenix Union High School District in Phoenix, Arizona, and Grossmont Union High School District in eastern San Diego County, California, adopted this vision of a future "ought-ness." Phoenix Union and Grossmont Union adopted the essential tenets of a professional learning community. Faculty and administration focused on the use of collaborative teams to develop adult knowledge capacity to teach, plan, and assess. The journey was built upon an adult commitment to pursue three ABCs of a professional learning community. They are: (1) Attacking the entitlement of private practice by creating a collaborative teacher work environment; B) Building the learning capacity of the adults in each high school within the context of the workplace, and C) Creating a result-oriented focus for all teacher teams and school administrative teams to bring coherence to adult actions and provide student interventions.