Online flipped professional development allows direct instruction to take place through an interactive learning setting and allows the face-to-face contact to provide guidance and apply the concept. As technology advances, education needs instruments and tools used for effectively teaching using the enhanced technology to increase student engagement. The purpose of this quantitative study was to determine whether significant differences exist on learning assessment test scores between groups of teachers who receive different types of PD and between groups of teachers who are employed in middle school versus high schools. One group received PD through a hybrid flipped method and another group received their PD entirely online. Based on the research design both groups consisted of middle school teachers and high school teachers. Using this design, the research compared four groups of teachers' mean test scores; hybrid high school, hybrid middle school, online high school, and online middle school. The population for this research study focused on middle and high school teachers in a school district located in eastern North Carolina. Based on the data collected and analyzed it was determined there is no statistical difference in the hybrid versus online methodology PD success rate. It was determined through analysis of the data that the subgroups participated had a strong preference in methodology based on their subgroup. There is a correlation between teachers self-selected modality of PD based on the subgroup of participants. [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.]