The magnitude of the achievement gap between children in disadvantaged schools and their more advantaged peers has been well documented (Hivers et al, 2004; LANDS, DES, 2005; Weir et al, 2003). Government response has primarily been in investment in schools in terms of extra staffing, resources, smaller class sizes and early intervention programmes. Until very recently, there has not been a focus on supporting the quality of literacy instruction in the regular classroom. This study set out to investigate: (a) how a research-based best practice balanced literacy framework could be designed for and implemented in the Irish context in collaboration with a Band 1 DEIS school (the Irish Department of Education’s current scheme for schools in areas of high socio-economic, disadvantage); (b) the particular conditions, resources and kinds of professional development required to support teachers in implementing such a framework and how teachers would respond to the change process; (c) the impact of the changes on children’s motivation and engagement with literacy, their knowledge of literacy strategies, and their achievement on standardised tests of literacy; and (d) parents’ perspectives on their children’s motivation and engagement in literacy following the changes in instruction. The study was informed by the literature on effective schools and teachers in high-poverty areas that were successful in raising achievement in literacy, the literature on professional development and the literature on current understandings of essential pedagogical content and strategies in literacy. The partner school agreed to collaborate in the research over a two-year period. The classroom teachers of four First classes, the children in these classes, the children’s parents, and four special education teachers consented to participate. A mixed methods design was employed which allowed for the exploration of multiple questions using the following research tools: questionnaires; interviews with teachers, children and their parents; observations of teachers in their classrooms; and a range of formative and summative assessment measures designed to track changes in children’s literacy achievement. Findings indicated that, by the end of the study, the children had significantly higher achievement in reading, writing and spelling than would be expected based on their pre-test scores. Teachers attributed these achievement gains to the changes they had made to their classroom instruction. Teachers reported having higher expectations for the children and higher levels of self-efficacy and confidence in their own ability to address literacy difficulties. No one factor emerged as the agent of changé; rather, a synergy of factors at school and classroom levels were identified as contributing to their success. These included the on-site, context-specific professional development which enabled teachers to expand their expertise in terms of subject knowledge and new approaches and methodologies; the provision of resources (mainly reading materials) which contributed to the motivation and engagement of the children; regular opportunities for professional debate, dialogue and reflection among teachers through planning meetings; collaboration with teaching colleagues at the same class level and team-teaching with the special education team. The adoption of a 90-minute block of uninterrupted time for literacy signalled a school priority on literacy. It allowed for the provision of a cognitively challenging curriculum as well as establishing a basis for greater engagement in literacy. Teachers and parents reported that, following the programme, children were more motivated, engaged, and strategic in their approach. They were choosing to read and write both inside and outside school and this had had a positive influence on the family as a whole. Teachers felt that the parental component was valuable and identified it as an area meriting further development. Thus, a focus on high-quality instruction combined with support for teachers and parents can begin to help children in disadvantaged areas to reach their potential on key aspects of literacy.