This ethnographic case study was designed to investigate a successful professional development model, perceived effective professional learning and process for determining professional development for teachers. With eighty years of research on professional development, limited research was available on the process for determining professional development for teachers, the effectiveness of the professional development, and the impact of professional development on student achievement. The study described phenomenological components of the school's success as related to professional learning and included an autoethnographic account of the professional development model. The members of the staff were interviewed in focus groups to provide data through naturalistic generalizations. Data were analyzed by coding with NVivo 9 and categories identified by the teachers during the interviews. The coding was condensed and interpreted to find meaning. Findings from this study affirm that Learning Forward's (2011) professional standards combined with a vision for professional learning and an acknowledgement of diversity provide a framework for effective professional learning. For district and campus administrators, these findings provide a tool for making quality decisions in professional development. [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.]