To examine how Kentucky teachers perceive their needs and how to best meet those needs in the context of systemic reform, researchers examined teachers' plans for their own professional development. Data came from case studies of 21 Kentucky schools that were part of the Professional Development in the Service of Systemic Reform project and a telephone survey of principals and professional development chairs from 77 schools. Input was also sought from the professional development staff at the Kentucky State Department of Education. Questions focused on the planning process, the decision making process, professional development decisions, character of professional development, teachers' reactions, and unintended consequences. The 1995-1996 telephone survey involved analyzing patterns of professional development planning statewide and within the schools. From both data sources, the evidence indicated that teachers were making the decisions about their professional development. Regarding format, of the 623 professional development activities reported, slightly less than half (303) fit the traditional paradigm description. Secondary schools offered more innovation than elementary schools. Half of the activities had an identifiable curriculum focus, with most in three areas (literacy, technology, and mathematics). Findings showed that while Kentucky teachers are in control of planning their own professional development, their decision-making is limited by available time, the accountability system, and prevailing views of professional development. Fifteen charts are attached. (Contains 14 references). (SM)