This study investigated teachers' perceptions of how one school district supported and sustained a teacher-led staff development committee's professional development program. In this small, rural school district, teachers regarded as exemplary by their administrators and colleagues were invited to serve on the district's staff development committee (SDC). When the district partnered with the local university to implement a state-level Arts Council grant geared at providing professional development on Howard Gardner's multiple intelligence theory (1983), an opportunity to observe the district's staff development model was created. Several of the teachers who participated in the grant-funded professional development opportunities planned by the teacher-led SDC shared their perceptions of the effectiveness of this model on their professional growth. The lessons learned from this experience have important implications for creating and sustaining teacher-led staff development models.