In this study, we examined the relationship between teachers' attitudes towards professional development and school performance in the state accountability system using the 2013 Kentucky Teaching, Empowering, Leading and Learning (TELL) survey data and the 2013 school accountability profile data from the Kentucky Department of Education. We were able to match a total of 1,120 schools' TELL data and school accountability profile data. Standard multiple regression analyses were conducted to determine the ability of the 13 items of teachers' attitude towards professional development in the TELL Kentucky survey to predict schools' overall performance score at the elementary, middle, and high school levels. Our findings indicated that teachers' attitude towards their professional development statistically significantly predicted schools' overall performance at the elementary and middle school levels but not at the high school level. Out of the 13 teachers' attitude towards professional development predictor variables, encouraging teachers to reflect in practice was the best predictor of school performance at the elementary school level. However, providing sufficient resources was found to have a statistically significant negative relationship with school performance at the middle school level. This study helps to solve the puzzle of mixed results on linking teacher professional development to student achievement in extant literature. In addition, we hope that findings from this study would be useful for teachers as well as school leaders of elementary, middle, and high schools in Kentucky and elsewhere.