Recently, a superintendent from a suburb of Dallas, Texas, approached me to discuss the challenge of finding time for learning teams to meet. He assured me that the district had a clear set of goals to address during the time as well as a plan for evaluating whether the goals were achieved. The school system had found the time for high school and middle school teachers to meet, but had not been as successful in finding time for elementary teachers. He wanted to identify a solution that was as effective for elementary teachers as the solution the district was implementing at the middle and high school levels. His district did not have to be convinced of the value of daily team-based learning for all teachers.