The purpose of the qualitative exploratory case study was to explore third through fifth-grade teachers' perceptions of how being provided with curriculum-based professional development could influence instructional techniques and skills in the classroom. Two research questions guided the study. The questions focused on third to fifth-grade educators' perceptions of how the school district might improve its professional development plan and how their existing PDP influenced and addressed their professional needs in the classroom. The qualitative case study used a sample of 16 third to fifth-grade elementary teachers in an urban school district in northeastern New Jersey. Semi-structured interviews, qualitative questionnaires, and archival documents were used to collect data. Three themes emerged from the triangulation of the data tools: (1) Teachers want to have an active role in creating their professional development, (2) Teachers want the skills learned in professional development to apply to their classroom instruction, and (3) Teachers go outside the district for professional development to build capacity and classroom resources. Recommendations were made based on the study's results. Recommendations included creating a task force with educational and instructional leaders and teachers representing each grade level to develop and monitor support after professional development. Creating professional development committees of teachers of the same grade level was also recommended to express their concerns about skills and techniques needed to implement the curriculum effectively. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]