Descriptive Review, as developed by Patricia Carini and colleagues at the Prospect Center, is a process of deep observation and documentation that has proven to be an invaluable tool for teachers interested in gaining a more holistic view of their students and their work. In this article, a teacher educator and three classroom teachers share their experiences starting and participating in a Descriptive Review group with colleagues. The introduction provides background on the evolution of both the Prospect Descriptive Review process and the Washington Teachers Inquiry Group. In the second section, a first-grade teacher explains how the Descriptive Review process helped to bridge the gap between theory and practice during her first year of teaching; in the third section, a second-grade teacher describes how preparing for a review of a child is as useful and informative as the presentation process itself; in the fourth section, a kindergarten teacher illustrates for readers how her experience with the Descriptive Review process informs her classroom practice and her relationships with students.