There is a dearth of empirical research on the efficacy of integrated teacher professional development (PD) models, ones that synthesize both online learning and face-to-face teacher PD experiences and interactions. The purpose of this explanatory mixed-methods study was to determine how teachers perceived an integrated PD experience that incorporated online learning experiences with additional face-to-face PD interactions. Quantitative data clearly indicated that the PD experiences were perceived by the participants as interesting and valuable for improving instructional practices and relationships with students. The qualitative data provided further clarification concerning how learning was promoted by the unique qualities of each of the PD components.