The problem addressed in this study was that professional learning experiences offered to teachers are not designed and implemented by considering theories of human learning or theories of adult learning, with equity goals in mind for teachers and students (for teachers' professional growth and enhanced students' outcomes), and with context support to make the experiences effective. This study aimed to discover teachers' perceptions related to the design and implementation of professional learning experiences and whether the experiences responded to the dimensions of the andragogy in practice model, proposed by Knowles et al. (2005), and impacted the effectiveness of the learning experiences. A qualitative methodology and a narrative inquiry design were used to develop this study. Participants worked as teachers in the State of New York in K-12 schools, were 18 years and older, had at least 5 years of teaching experience, and participated in one or more job-embedded professional development or professional learning throughout their teaching career. Sixteen individual interviews provided the data on demographic information and teachers' perceptions of the design and implementation of professional learning experiences in which they participated. The interviews were conducted through the Zoom video conferencing platform and audio-recorded and transcribed to analyze each narrative. Within the individual differences of teachers, personality differences would need to influence the application of the andragogical principles, and closer attention must be given to subject-matter differences as variables to influence the application of the principles. Situational differences, which refer to contextual features, still present a challenge to be considered as variables that influence the design and implementation of professional learning experiences. Future research could include a larger group of participants and expand to include teachers in private and public institutions nationwide to discover other perceptions about the design and implementation of professional learning experiences. Furthermore, this study could be expanded to quantitative research to find patterns and averages, identify relationships between each domain and element of the andragogy in practice model, and make predictions that can be generalized to a broader population. [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.]