In this article, the authors describe the outcomes of a Continuing Professional Development (CPD) course that offered a pedagogical innovation called "Imagination Quest." This CPD course was a part of a 2-year project entitled Teaching to Reach Potential. Participants were all from Montgomery County (Maryland) Public Schools' (MCPS') Program of Assessment, Diagnosis, and Instruction (PADI) schools, an Early Recognition of Potential program whose goal is to identify and nurture potential abilities among those elementary school students most frequently overlooked because of socio-economic, cultural, and/or linguistic differences so that some of them might move on into programs of giftedness and talent. Teachers of PADI students must be willing to acquire and utilize a variety of innovative instructional strategies that recognize learning differences in order to nurture and challenge each and every one of these young people. The CPD course methodology, "Imagination Quest" (IQ), offered this pedagogical innovation. "Imagination Quest" is a performing and visual arts-based teaching and learning model whose purpose is to provide host school teachers with innovative arts-based instructional tools and strategies that can be applied to their existing curriculum and personal pedagogy, that link to learner outcomes in content areas and in the arts, and that foster gains in their students' academic achievement. (Contains 2 tables and 4 endnotes.)