Researchers and policymakers have written extensively about the lack of evidence for the use of suspension and expulsion in schools and the disproportionate impact among racial and ethnic minorities and children in special education. As a result, states across the country have passed legislation to reform school discipline practices, with varying provisions for providing professional development within the reforms. The current study provides findings from a content analysis of activities completed as part of a day-long interdisciplinary professional development implemented within one state in the throes of sweeping discipline reform legislation. Lessons learned and future directions for professional development in school discipline reform are offered.