Researchers have documented that schools can measure teacher effectiveness by student outcomes and that professional development is one pathway to ensure teacher success. However, there is still limited information identifying the learning opportunities for novice teachers that directly influence student performance. The purpose of this descriptive quantitative study was to identify professional learning experiences that promote teacher quality to ensure student success on state assessments. The research questions focus on the opinions of novice teachers and the effectiveness of their professional learning experiences in the areas of data analysis, research-based instructional strategies, content-related, instructional technology tools, classroom management, and cultural diversity on student achievement. Survey research was used to gather data from 28 novice teachers in nine grade levels in a small urban school district. Two chi-square statistical tests and the Fisher's exact probability test were utilized to measure novice teachers' opinions of the relationship of professional learning experiences to student achievement. While the statistical findings were inconclusive, these results support embedding professional development into the everyday practices of teachers and provide a basis for further inquiry in this area. This study has several implications for positive social change including: (a) advocacy for targeted professional development opportunities for novice teachers, (b) development of a teacher collaboration model, (c) transformation in the evaluation of teacher instruction, and (d) improved academic performance of all students. [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.]