This research study examined teachers' perceptions of professional development needs of teachers on student achievement through 66 (Male=17; Female=49) secondary teachers. A closer look at current trends and research in education shows a link between teacher learning and student achievement. Teacher preferences are an important component in professional development planning and implementation if professional development is going to meet the goals of enhancing teacher efficacy, improving teacher practice, and ultimately improving student learning and achievement. More specifically, this research study examined professional development, teacher efficacy, and student achievement in selected schools in Mississippi. The aim of this study investigated the perceptions of professional development needs, teacher efficacy and how it impacts student achievement. The sense of self efficacy has been widely studied in the field of education as it has been recognized as an important factor that influences student achievement and behavior (Skaalvik & Skaalvik, 2007; Tschannen Moran & Woolfolk Hoy, 2001). Self-efficacy is defined as individuals' beliefs and judgments of their capabilities to manage and execute necessary courses of action (Bandura, 1997). Eight questions were constructed to determine teachers' perceptions regarding professional development needs of teachers. The power of teachers cannot be overemphasized. Teachers serve as one of the most important agents of the classroom and reform within education (Herbst, 2009). The teaching profession is comprised of a core of educators who are passionate about their profession and have a willingness to work hard at providing a quality education for their students. [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.]