This study explored teacher perceptions of professional development in secondary schools in New Zealand, including the degree of teachers' involvement in, and satisfaction with, the professional development programs available to them and whether or not access to professional development is equitable. The survey of 181 teachers in New Zealand's Wellington and Manawatu/Wanganui regions revealed that 178 of them had participated in professional development activities during the previous 3 years. Courses taken were provided primarily by colleges of education, school-based programs, and subject associations. The courses addressed curriculum areas, assessment, counseling, teaching techniques, and management. The most common form of delivery was 1-day courses. More female than male teachers took four or more courses; overall, men were more likely to take fewer courses than women. Two-thirds of the teachers were satisfied with the quality of the courses attended. About half the teachers were satisfied with the amount of teacher development they had had, and half would have liked more. The most frequently mentioned barrier to teacher development was limited funding. Options for further research are noted, and the survey form is appended. (Contains 10 references.) (JDD)