General and special educators often do not have the needed knowledge and skills or collaborative opportunities to implement coordinated, evidence-based instruction within a multi-tiered systems of support (MTSS) framework. As such, the authors used a randomized control design to examine the impact of Project Coordinate (PC), a professional development approach incorporating online content modules and lesson study, on fourth-grade general and special education teachers' knowledge, collaborative planning, and instructional practice in reading. The authors used multilevel modeling, analysis of covariance (ANCOVA), and multivariate analysis of variance (MANOVA) analyses to examine differences in teacher knowledge, changes in the frequency of tiered instruction, teachers' perceptions of collaborative planning, changes in treatment teachers' use of evidence-based practices (EBPs), and effective implementation of EBPs. Results showed that PC teachers did not make significant gains in knowledge; however, these teachers did make significant gains on collaborative and instructional practice though findings are complex. The authors discuss the implications of findings for future research and practice.