The purpose of this study was two-fold. First, to determine the level of teacher desire for professional development in competencies needed to teach gifted learners, and second, to identify differences in the level of teacher desirability as it related to a number of independent measures (gender, life stage, teacher concerns, primary teaching assignment, years of teaching, credits in gifted education, and in-service workshop or conference hours in gifted education). The population studied included all middle school teachers in a rural western Virginian locality. Of the 193 teachers in this population, 117 (60.6%) returned a completed survey after two follow-up attempts, each spaced two week apart, were made following the initial contact. Participants were asked to rate their level of desire for professional development in 34 competencies identified as necessary to teach gifted learners. Results indicated that teachers have significantly higher desirability for professional development in competencies that relate to classroom instructions such as using appropriate grouping strategies, or adapting their teaching to foster creativity or critical thinking. Competencies related to foundations in gifted education such as the significance of historical events to the field or the contributions of key leaders whose work has direct bearing on the field were perceived to be the least desirable. No significant differences were found in teacher desire for professional development as related to gender, life stage, teacher concerns, credits earned in gifted education or hours accrued through workshop, conference, or other training sessions. Significant differences were found in four of the thirty-four competencies among teachers who differed in their primary teaching assignment. The results suggest that variability in participant's desire for professional development does exist. However, on the whole, differences in desirability were not related to differences in the independent measures. The findings suggest that in the planning of professional development activities, individuals understand that desirability for professional development appears to be generic rather than associated with personal demographics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]