Site-based professional development is an important component of instructional leadership in every school, yet many schools struggle to define and maintain a systematic approach to staff development. The need to stay informed about current strategies and research that relates to effective instruction is not new to education leaders, but they are now under even more pressure to ensure that professional development activities are worth the time they take and are meaningful to all staff members. One of the most cost-effective methods for making significant gains in student performance on standardized tests is providing teachers with better content knowledge and instructional methods to enhance the curriculum. Schools must make an effort to provide high-quality staff development activities to teachers--but how? Grafton Middle School in the York County (VA) School Division has used specific strategies to identify appropriate topics and respect the time constraints that exist within the school day. In this article, the authors present how Grafton uses teacher input and school division goals to identify topics for staff development. In addition, the authors discuss how Grafton uses time that is assigned to school duties and after-school meetings to present staff development activities to staff members.