Originating from the literature on resiliency, adult learning, and professional development, this qualitative study investigated how the relationship between resiliency and adult learning influenced professional development in one suburban-rural school district in Litchfield County, Connecticut. Data represent findings on the perceptions of teachers who chose to remain in the field despite challenges they may have faced in the profession. In this narrative inquiry, participants identified characteristics of personal and administrative effectiveness for resiliency and adult learning. Characteristics for personal effectiveness--self-awareness, problem solving, optimism, reflection, leadership, and sense of purpose--helped participants approach each challenge with a positive perspective intently focused on self-improvement and learning. Characteristics for administrative effectiveness--responsiveness, mentorship, and culture of learning--were identified in context to the degree that administrators made professional development individualized and differentiated for participants. As it relates to resiliency and the identified characteristics of self-awareness, optimism, and mentorship, participants noted influencing factors such as dissonance, self-efficacy, and school culture contributing to their ability to adapt. In context to adult learning and the identified characteristic of problem solving, participants emphasized reflection as an essential component to their individualized learning. Lastly, the degree to which professional development was most beneficial to teachers depended on the level to which it was individualized and differentiated. While teacher learning and interest may increase when professional development is individualized and differentiated, there was one identified challenge: educators' resistance to learn. All of these themes and influencing factors increased participants' ability to adapt and learn. Through this study, researchers can understand the challenges unique to organizational change in the schools and how they relate to personal and administrative effectiveness, thereby assisting in the effort to increase teacher retention. Awareness of participant experiences and perceptions on resiliency and learning may assist administrators in their efforts to help teachers maintain momentum in the classroom. Promoting positive responses to the challenges of the classroom through professional development may increase the likelihood that teachers will remain in the profession. [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.]