Six primary classrooms in an elementary professional development school were involved in this research, each characterized by high mobility and a diverse student population from economically disadvantaged families. Questions included the following: First, what approaches are found in a professional development school with diverse learners? Second, what are the outcomes for children based on their achievement? Data collection involved a 1-day observation of six classrooms (first through third grade) with the Early Childhood Classroom Observation Measure. Class achievement data were collected, as based on the Criterion-Referenced Competency Test, a standardized test measuring specific skills in the state's core curriculum. Findings include (1) the pedagogy used in the six classrooms, as measured by scale items from the Early Childhood Classroom Observation Measure; (2) the identification of high-achieving classrooms based on Criterion-Referenced Competency Test scores; and (3) a vignette based on these classrooms. Finally, recommendations are provided for teachers and teacher educators. (Contains 1 figure and 4 tables.)