The purpose of this qualitative descriptive case study was to focus on teachers' perceptions regarding professional development training for early childhood education. The problem addressed in this study was the inadequate amount of professional development training available for early childhood teachers to address children with challenging behaviors. The study was guided by Malcolm Knowles' four principles of andragogy, which apply to adult learning. The sample included Head Start early childhood educators from Illinois. Purposive sampling methods were employed to obtain a sample of 10 early childhood educators who responded to open-ended questionnaires, virtual semi-structured questionnaires, interviews, and a focus group response to generate data. Through data collection, coding, member checking and analysis, four themes emerged from thematic analysis of the data. The effect of professional development, retention of information, and resources for positive outcomes and teaching practices, strategies for supporting early childhood teachers with understanding challenging behaviors and the perception of the effectiveness of social-emotional training. Teachers' experience working with children displaying challenging behaviors, implicit biases, and their influence on teaching practices. Additionally, strategies to individualize training to enable teachers to better understand and support children with challenging behaviors for positive outcomes were discussed. The implications of these findings include the importance of adequate training to address children with challenging behaviors and the need to explore preschool teachers' perceptions and experiences regarding supportive and effective professional development. Recommendations for future research include collecting data from a wider sample across the United States to explore effective professional development to support preschool teachers with supportive implementation strategies for children with challenging behaviors. [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.]