As researchers and university consultants who design and study literacy professional development projects, we are always curious about “what remains” when a particular project comes to an end. What new capacities may have been built as the result of professional learning: new capacities for teachers, for students, or for the school as an organization? What evidence suggests that a particular professional learning initiative for teachers made a difference in classroom practices? In teacher collaborative learning routines? Do we see broader cultural shifts? Or, do we just see “business as usual,” with very little evidence of impact from professional learning (gulp)?