The three authors of this article--a K-12 regional director of curriculum, instruction, and assessment responsible for orchestrating professional learning, a high school English teacher who participated in the professional learning, and an independent literacy consultant who supports four districts' professional learning--share their experiences about K-12 professional learning involving argument and writing. They offer insights from these three perspectives on how sustained and dynamic professional learning can cut across many groups of educators coming from different schools. The goal at the outset was to eliminate the boundaries often existing between curriculum and professional learning. Their work explored the nature of one form of writing--argument--with the intention of making the process of argument transcend a particular writing experience. A process for looking at student argument writing is shared. The three essays that make up this article are as follows: (1) A Multidimensional Approach (Brad Siegel); (2) Bringing the Learning Back to the Classroom (Lauren Goldberg); and (3) Learning through Articulation and Application (Gravity Goldberg).