Maximum academic achievement for gifted and talented students can only be accomplished when teachers are given the tools, support, and training needed to strengthen instructional skills and develop knowledge of the social and emotional needs of the students they serve. Providing meaningful professional development to develop or enhance these skills is a challenge for administrators responsible for the planning and implementation of training experiences for teachers of gifted students. As Dettmer (1998) wrote, "Educators are lifelong learners who continue studying their content areas and honing their instructional skills long after they complete the teacher preparation program". She added that, unfortunately, staff development tends to be regarded by too many educators as "irrelevant, time wasteful, poorly presented, and lacking in follow-up assistance". Therefore, in spite of the importance of professional development, teachers do not always accept mandated in-service sessions with enthusiasm. Research by Joyce and Showers (1988) indicated that all teachers can learn powerful and complex teaching strategies if they participate in well-designed staff development. As a result, planners of professional development must investigate models and designs that can provide educators with a variety of worthwhile opportunities to enhance their knowledge and skills. When professional development experiences are meaningful and transferable, the knowledge and skills attained will lead to enhanced teaching practices, resulting in quality instruction for gifted and talented students. (Contains 4 figures.)