This article reports on mainstream teachers who took part in a federally funded master's in teaching English to speakers of other languages (TESOL) program and through a series of collaborative efforts have become experts in their own school systems and leaders in English as a second language (ESL) teacher preparation throughout their region. Southern Connecticut State University's Training for All Teachers (TAT) Program addressed the needs of three medium-sized urban school districts in the geographically isolated, historically underserved eastern half of Connecticut by offering teachers the opportunity to pursue the master's degree in bilingual education and TESOL via a satellite program. All three districts serve significant English language learner populations and had failed to make annual progress benchmarks. Through this experience, 10 teachers from the three districts earned a master's degree in TESOL and state certification in bilingual education and/or ESL. This article chronicles three programmatic collaborative efforts that played a significant role in this process: collaborative class-based research projects, ongoing Community of Practice activities, and commitments to pay it forward. (Contains 2 tables and 1 footnote.)