Project-based learning is popular in many schools because evidence that students become engaged and excited about learning abounds assuming that the projects themselves are of interest to the students. For teacher librarians, they present an opportunity to integrate inquiry and information literacy into real projects and make collaboration and co-teaching a natural activity with classroom teachers. The great Violet Harada has teamed with two “cybfrarians” in a SLMPY award-winning high school to detail just how the teacher librarian moves directly into the heart of project-based learning. Thus, the trio are as good as it gets. In this book, the first few chapters give a foundational view of project-based learning and how teacher librarians fit in as partners with classroom teachers. Then, the rest of the book details sample units of instruction ranging from science to art and most curricular topics in between. Using this book, there is ample opportunity to recognize how project-based learning flourishes in the information-rich and technology-rich environment of the library. We particularly liked the reflection piece at the end of each experience between teacher librarian and classroom teacher as a part of the professional learning community thrust toward excellence. Superb. It is all about how did we do and how could we do better next time. These excellent examples make this book a must purchase and read by every secondary teacher librarian who has a ghost of a chance of working with project-based learning. This is one of the best educational ideas out there that fits perfectly with the goals of the learning commons idea. So, buy this book, study it with colleagues, and then use these expert’s ideas and improve upon them with your students in your school. Having said that, let me as a reviewer reflect on project-based learning in general. There are two major ideas out there: problem-based learning and project-based learning. Both are very similar in structure and central idea. Both promote inquiry and collaboration with the library/learning commons although we find many books on these topics in the general education literature that never mention the need to have the library involved! That puzzle aside, our authors bring the learners successfully through a long journey and then reflect as professionals about that journey and its outcomes. We would recommend that the learners do the same at the conclusion of their own journey or project or solution to a problem. During the project or problem investigation, if learners are asked to briefly journal the journey, then after the journey is over and the grades are in, there is an opportunity to engage learners in a major reflection activity about the process used, the journey itself, the things we as learners did well, and the things we could do the next time to do even better. Perhaps that is the best contribution of the new AASL Learning standards. It is not just getting an assignment done. It is all about me as a learner. It is my disposition toward the learning process. It is the skill of working though inquiry to get better and better in areas such as organization, collaboration, critical thinking, problem solving, and creativity. Add this activity to the journey our excellent trio recommends and this reviewer would pronounce the collaboration as close to perfect as it ever gets.