This article examines the development, delivery, and outcomes of a year-long, collaborative, professional development (PD) program for 33 K-16 world language educators who taught in the State of Delaware. This work was prompted (in part) by Delaware's publication of its World-Readiness Standards for Learning Languages (Delaware Department of Education, 2016), as well as the author's growing recognition of the various teacher-training pathways, both traditional and nontraditional, that teachers/educators took to secure their role in the classroom. The author worked to discover whether these teachers/educators from dissimilar backgrounds fully understood how to integrate the World-Readiness Standards, a proficiency-oriented approach, into their own curricula, and whether they recognized the importance of collaboration between K-12 teachers and university-level educators to ensure that they were working toward the same instructional outcomes. Prior to the development of this program, the author and colleagues debated the efficacy of current practices in professional development. Recognizing the importance of continuing education for teachers/educators, they took steps to ensure that their program would meet participants' learning needs by reframing the conventional PD program into a faculty learning community, which is a highly collaborative forum that enables K-16 teachers/educators to learn together. At the end of the program, post-program data revealed the degree to which the participants had increased their knowledge of teaching for proficiency. The data also provided evidence of how important it was for participants to experience proficiency-oriented language instruction as learners.