The purpose of this study was to examine the design, implementation, and initial outcomes of a collaborative professional development program intended to prepare middle and high school educators to implement effectively the Next Generation Science Standards (NGSS) in classrooms with diverse learners. The professional development program discussed herein was designed by a university in partnership with a local school district and incorporated key principles of effective professional development associated with promoting substantial changes in teacher knowledge and practice recommended in the research literature (Darling-Hammond et al., 2009; Guskey, 2002; Reiser, 2013). Topics covered in the professional development included NGSS practices and crosscutting concepts, Universal Design for Learning, and disciplinary literacy. Results suggest that the impact of this professional development program was positive. Feedback from participants was favorable and will be shared as well