The value of professional development continues to be emphasized on educational and governmental levels. Even as this study was being conducted, the U.S. Department of Education launched a $4.35 billion dollar grant that includes improving teacher effectiveness as a core component of the grant's purpose (http://www2.ed.gov/legislation/FedRegister/announcements/2009- 4/111809c.html). While the importance of the professional development of educators is clear, what is less clear is the type of professional development that transforms teaching practices and positively impacts student outcomes. Evaluations of professional development programs are critical in identifying ways to impact teacher practice and ultimately student outcomes. Guskey (2000) provides a model for evaluating professional development that includes five stages of information collection. The purpose of this study was to evaluate a professional development initiative in one large school system in North Carolina by applying Guskey's model to examining specific elements of the initiative, surveying teacher and administrator perceptions of the initiative, and analyzing trends in student outcomes that occurred during the six year period the initiative was implemented. A mixed methodology approach combining quantitative and qualitative methods was used. Electronic survey responses from 2,309 teachers and administrators were analyzed quantitatively using frequency distribution statistics, as well as the Fisher's exact test to analyze the relationship of responses between teachers and administrators. Additionally, trends in proficiency student outcome data as well as trends in AYP status were examined during the period the professional development initiative was implemented in the school district. For the qualitative data, open-ended survey responses from 77 principals were analyzed using frequency distribution statistics. This study corroborated the finding from other research studies in the professional literature that indicate the difficulty of linking professional development to student outcomes. The results of this study also support the literature suggesting that specific elements must be present in order for the professional development to be translated into teaching practice. This study has many implications for school leaders as they plan professional development initiatives. Recommendations for planning, implementing, and evaluating, professional development initiatives are included. [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.]