This teaching case study explores how two school administrators support whole-school performance improvement through professional development (PD). Wilson Elementary School has seen significant academic growth as measured by state assessments. The administrators attribute these improvements to the PD structures they have implemented which focus teacher learning on improving instructional practices. Teachers appreciate the PD opportunities but have grown ambivalent about them. Many find the narrow PD focus limiting. Research on PD and leadership models are shared as potential discussion questions and activities.