This case study explored Spanish-speaking educators' perceptions and experiences of dual-language immersion (DLI) professional learning (PL). The study aimed to understand how PL offerings could best support and meet the needs of DLI Spanish teachers' best practices in the target language. The perceptions and experiences of seven Spanish DLI teachers who participated in DLI PL sessions in southern California were examined. The findings reflected two main themes: (a) Collaborative Reflection and (b) Target Language. The theme of Collaborative Reflection emphasized participants' needs for captivating attributes of PL sessions. Target Language identified a lack of target language between the participants' PL needs and the resources provided in their previous PL sessions. The findings of this study supported various aspects of existing literature, but nevertheless narrowed the focus to better support DLI educators as adult learners. Implications were analyzed through the lens of four of Knowles's (1973) adult learning theoretical framework tenets. Recommendations for school district personnel to help align their PL sessions with the adult learning theoretical framework included (a) having materials and resources that have immediate utility; (b) using clear and concise direction in PL offerings; (c) giving examples and models to maximize available resources; and (d) fostering collaborative, respectful, mutual, and informal PL climates. In addition, the findings of this study underscored the importance of DLI teachers receiving equal attention, collaboration, representation, and resources in PL sessions. [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.]