Teachers at two urban elementary schools with a history of low student achievement in reading met in weekly study groups to engage in structured dialogue about teaching practice. These groups were established through the support of the Urban Literacy Institute, a joint project of Wright State University in Dayton, Ohio, and the Dayton, Ohio, Public Schools. Hollins reports on the transformation of teaching practices and school culture that transpired, especially among teachers who stayed in the groups for three years. Most participating teachers initially subscribed to the belief that teaching practices are generic and universal, and that all students will respond to teaching in the same way. Teachers tended to work in isolation. Through sharing successes, challenges, and approaches to overcoming challenges, these teachers developed an understanding of the relationship among instructional practice, student characteristics, and learning outcomes. They also gained a sense of collective responsibility and a modus operandi for working more collaboratively. Students' reading scores improved dramatically in one of the schools.