The Partnership for Reform in Secondary Science and Mathematics (PRiSSM) is a three-year project that targeted mathematics and science teachers in middle and high schools from six districts in southwest Washington. Consistent with NSDC (2009) recommendations for professional development, PRiSSM involved collaborative teacher teams in reflecting on and discussing content goals and student learning data to improve practice. Based on the authors' ongoing work with PRiSSM teachers and administrators, they have identified five important considerations essential to maximizing the potential of teacher collaborations around content-specific learning objectives. In this article, the authors discuss these five considerations: (1) Teacher-defined inquiry focus; (2) Principal involvement; (3) Benefits of single-disciplined learning communities; (4) Supporting research skills and content-specific discussions about student learning data; and (5) Teacher leaders as facilitators.