Much has been written about the value, need, and complexity of differentiating learning within every classroom based on student readiness, motivation and interest, apparent skills, learning preferences or styles, and identified cognitive needs. Teachers are encouraged to look at differentiation for students not as a formula for teaching, but rather as a way of thinking about and shaping the learning experiences of all. Differentiation does not dilute content, add to content, or change content. Rather, it presents content in differing ways with necessary adjustments to pave each learner's way to successful learning. Differentiation guarantees all learners the opportunity to succeed. If districts intend to add value to professional development, they must consider the power of differentiation for teacher learning. This article describes a differentiated model of professional development which consists of three steps: "I do," "we do," and "you do." The "I do" step of demonstration and expectation provides the modeling that offers teachers a common springboard from which to launch a learning process. The "we do" step of approximation and response personalizes the learning through joint practice and coaching support that ultimately results in the "you do" step of responsibility and independent practice. To be successful with this model, teacher leaders/coaches must experience the learning necessary to develop the coaching skills that they will need to support their colleagues.