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This study investigates, through a mixed method design, the effectiveness of a professional development program on teacher knowledge and student learning in order to systematically improve student achievement in elementary literacy. A large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on school-based teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/ language arts’ status. Adequate Yearly Progress (AYP) is a measurement defined by the United States federal No Child Left Behind Act that allows the U.S. Department of Education to determine how every public school and school district in the country is performing academically according to results on standardized tests. The collaboration effort involved supporting the school’s goal of enhancing reading, language arts, and math achievement of students by providing interventions targeted towards grades 4 and 5.