Professional development is a recognized approach to improving the quality of instruction in schools. The goal of professional development is to increase teachers' knowledge and improve their practices, which lead to enhanced student learning. The problem with providing staff development is the high cost incurred by presenters' fees, and reimbursements for travel, food, and lodging. In order to reduce these costs at one school, staff development has been limited to presentations by teachers working at that school. This study provided information on how the professional development that was provided influenced teachers' instructional procedures at this school. The theoretical framework for this project included Vygotsky's theory of social learning, Knowles's theory of andragogy, and Piaget's theory promoting cognitive development. Combined, these theories offer insight on adult learning in light of professional development. This qualitative study used a case study approach, with data collected through the interviews focused on teachers' perspectives regarding the current professional development program. Interviews were recorded, transcribed, analyzed, and coded. Upon analysis of the data, three significant themes emerged: integrating core curriculum, teacher-led professional learning, and collaboration. Based upon this research, training sessions and a schedule were developed in order to increase satisfaction with professional learning at this school. Positive social change with regard to this local problem would be the ability to enhance professional learning by improving collaboration, culture, and communication at this school. [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.]