The current environment framing education for students with disabilities--namely the requirements of the "No Child Left Behind Act of 2001" (NCLB) and the "Individuals with Disabilities Education Improvement Act" (IDEA 2004)--has challenged educators to achieve even greater success. Ensuring teacher quality is one strategy that both NCLB and IDEA 2004 have advanced for improving results for all students, including students with disabilities. However, implementation of the highly qualified teacher requirement in NCLB and complementary teacher quality requirements in IDEA 2004 has created many complex issues for state education agency personnel. This report discusses how the Center for Improving Teacher Quality (CTQ) at the Council of Chief State School Officers (CCSSO) is using the Communities of Practice approach to improve teacher quality.