This study explores, through a single case qualitative study, how one school successfully leveraged academic conversation as a schoolwide instructional practice to foster rigorous learning opportunities for all learners. Furthermore, it explores the professional learning leveraged to support teachers and their professional growth in order to effectively implement and execute these practices. Under the three key themes of fostering professional growth, supportive factors and conditions, and naming and overcoming challenges, 11 focus areas emerged: (a) intentional focus; (b) active learning; (c) opportunity for collaboration, reflection, and feedback; (d) classroom coherence; (e) professional community; (f) school coherence; (g) leadership; (h) sustainability; (i) teacher buy-in; (j) student capacity; and (k) content coverage. The findings from this study will provide points of reflection for practicing educators to consider in contrast to the educational opportunities and professional learning practices offered at their school sites. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]