K-12 education has witnessed a sea of change in attitudes about curriculum as a serious reform strategy. The movement gained traction in the wake of the Common Core State Standards, when newly created curriculum products emerged. While there are an increasing number of high-quality, content-rich curriculum products available, as well as venues to assist schools and districts in evaluating them, selecting a high quality curriculum is only the first step. How teachers make the curriculum their own in the classroom is every bit as critical. The Knowledge Matters Campaign is a coalition of education leaders encouraging schools to focus on developing students' foundation of content knowledge. In 2018, Knowledge Matters members visited seven elementary schools that embrace high-quality, content-rich English language arts curricula. The schools use a variety of instructional approaches and represent different geographic locations, demographic diversity, and governance structures. Their common feature is a commitment to knowledge-rich schooling and belief in comprehensive, high-quality curriculum, implemented school wide, as a means of achieving it. As members of the coalition toured those seven elementary schools, they sought to discover what kinds of professional learning teachers found most helpful in transitioning to a new curriculum. This article outlines four primary lessons administrators and teachers learned that emerged about implementing a high quality, content rich curriculum.