This paper presents findings of a study that examined the extent to which professional development techniques for teachers existed within a sample of elementary and secondary schools. Data were obtained from a survey of a random sample of 47 classroom teachers and 15 principals in one region of a large northeastern state. A majority of both teachers and principals defined "professional development for teachers" in terms of improving technical competence and applying new trends in education to teaching and learning. Very few defined professional development in terms of graduate study. However, both groups identified advanced graduate study as one of the "best ways" for teachers to develop professionally. Both groups identified time as the most formidable obstacle to participating in professional development activities. Although teachers and principals defined professional development in terms of increasing competence and applying new trends (and other activities identified in the Glatthorn model of comprehensive teacher development), they continued to pursue professional development primarily through the traditional method of graduate study and advanced degrees and certificates. The appendix contains a copy of the survey instrument and four tables. (LMI)