This qualitative phenomenological research study used narrative inquiry to explore teacher perceptions of both traditional and virtual professional development in schools. Structured interviews were implemented with fifteen participants to determine differing teacher perceptions on professional development, and the results of this study support the notion that if provided with the proper accommodations, teachers can be comfortable with and successful in practicing both types of professional development. Other findings from this study include the importance of collaboration, scheduling convenience, and efficacy in the facilitation of professional development sessions. This study provides institutions of higher education and educators with effective strategies and implementations that can improve professional development for teachers. [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.]