This is a study of three approaches to supporting teacher learning and instructional improvement, each utilizing student work as the context for teacher inquiry. Although the three projects differ in their strategies and contexts, all are working on a common goal: forging links between the professional work of teachers outside the classroom and teaching practice in the classroom. The Cross-Project Study seeks to harvest results from all three efforts in order to contribute more broadly to the success of instructional improvement endeavors. Funded by the DeWitt Wallace-Reader’s Digest Fund.The principal investigators are Judith Warren Little and Maryl Gearhart.