Research suggests that many substitute teachers do not have the educational pedagogy or teacher certification necessary to be considered highly qualified by the No Child Left Behind Act of 2001. To address that concern, professional development training for substitute teachers who lack proper certification and educational pedagogy has become an increased focus. The purpose of this phenomenological study was to identify how substitute teachers perceived professional development training in their maintenance of federally-mandated student performance standards in a small rural Georgia public school district. This study was implemented on a purposive sampling of 1 school leader, 1 classroom teacher, and 3 substitute teachers who were audio recorded using in-depth, semi-scheduled interviews. Three research questions addressed the preparation, professional development, and performance of substitute teachers. The data were analyzed and synthesized using Van Manen's hermeneutic phenomenological inquiry. Trustworthiness of the findings was ensured through member checking, peer review, triangulation, and an audit trail. This study's findings suggest that substitute teacher involvement in the total teacher experience may be increased through more extensive professional development training. By understanding the experiences of substitute teachers as they work to maintain federally-mandated student performance standards, interested stakeholders will be better equipped to understand the role of professional development training on substitute teachers' pedagogical skills, performance, and evaluation. These outcomes, in turn, may contribute to students' academic success. [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.]