This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning (PL) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL, the authors looked more closely at three teachers and found that their ideas about academic language instruction and their related pedagogy progressed in ways that were consistent with the stated PL objectives. However, the teachers varied in the way they situated the learning within their practice. The cases presented highlight the aspects of PL that resonated most with the teachers participating in the yearlong initiative.