Most schools and districts have created an artificial distinction between working and learning. They operate in a way that suggests teachers work (teach) 180 or so days a year and learn (attend programs) on four or five days each year set aside for professional development. The author states that school leaders must end this distinction between working and learning and create conditions that enable staff to grow and learn as part of their daily or weekly work routines. This article presents a discussion of how leaders can increase the likelihood that site-based staff development will enhance the school's capacity to improve student learning. The author also provides some tips for leaders who hope to foster powerful site-based staff development in their schools.