When talking with school leaders interested in supporting disciplinary literacy (DL), one question we often ask is: “What kind of holding environment are you able and willing to establish for your teachers as they learn about and pilot disciplinary literacy practices?” Note that this question touches on three critical components: 1) the notion of a holding environment for teachers; 2) a focus on professional learning and piloting of DL practices; and 3) what leaders are able and willing to do to support these efforts. In our experience, we have found that all three components are necessary to foster rich disciplinary literacy work within and across content area classrooms. Let’s take a moment to explore each component in turn.