School District 54 in Schaumburg, Illinois, always viewed itself as a great school district. Unfortunately, many parents and community members in the district, located on the outskirts of Chicago, thought of it as less than stellar. Student achievement had remained stagnant for several years. Staff members were becoming increasingly frustrated and complained of low morale. Although they were working hard, they were not seeing the gains in student achievement they hoped for. They asked the district administration for specific guidance about how to do a better job of teaching its 14,000 students. This was happening at the same time the accountability movement exploded and achievement results became fully transparent to the entire community. Staff and parents now could see firsthand how a particular school was doing and began calling for change. In this article, the authors discuss how the use of professional learning communities has brought outstanding progress to student learning by providing a framework for staff to learn together and collaborate on supporting all students.