When teachers at Madison Elementary School in Wauwatosa, Wisconsin attended a class to examine test data, they started a change process that led the whole school to learn differently--from teachers to students. This article discusses on how whole-faculty study teams have created stronger professional connections and collaboration between teachers in Madison Elementary School to achieve the school's goal of improving reading scores. Some implications of study teams to professional development of teachers are also presented. (Contains 1 table and 1 chart.)