An ever increasing body of research explores how teaching practice can foster more positive outcomes for students. Yet, despite countless professional development initiatives intended to help teachers develop research-based practices associated with student learning, for the most part research and practice remain disconnected. What gets in the way of teachers using research-based approaches that make a difference for students? What kinds of professional development activities can help teachers reflect on and "integrate" educational research into classrooms? To address these questions, the authors conducted a longitudinal study with teachers in an urban school district in British Columbia. The authors investigated how professional development activities can be constructed to support teachers' learning, shifts in practice, and positive outcomes for students. Findings from the authors' study are discussed. (Contains 1 figure and 5 notes.)