Effective professional development (PD) can be a powerful tool in school success and teacher satisfaction; however, teachers often report their PD experiences as lackluster or not responsive to their immediate needs (Desimone, 2011; Guskey, 2009; Lutrick & Szabo, 2012). Teachers need professional support in today's educational environment to implement new curriculum standards, appropriately integrate new technology, prepare students for both old and new test formats, support diverse learners, and meet the criteria imposed by new teacher evaluation systems. The purpose of this study is to examine one model for staging relevant and responsive PD for teachers: Edcamp. Data from the workshops scheduled and teacher responses to a survey are explored in this article. Specifically, it focuses on the following three questions: (1) How do teachers describe their typical professional development experiences? (2) What professional development topics, issues and needs are being requested by teachers in one local context? and (3) How to teachers respond to the "Edcamp" professional development model?