This mixed-methods study explored the relationship between teacher academic optimism and personalized professional learning in a rural Appalachian elementary school in southeastern Ohio. Twenty K-5 educators participated, with pre/post-surveys utilizing the Teacher Academic Optimism Scale-Elementary (TAOS-E) yielding quantitative data. Six teachers engaged in personalized professional learning (treatment group), while fourteen formed the control group. One-on-one interviews with the treatment group added a qualitative dimension, enhancing overall validity and reliability through data triangulation. Results indicated positive changes in self-efficacy, trust, academic emphasis, and overall academic optimism for both groups. Unexpectedly, the control group experienced statistically significant gains in self-efficacy, trust, and overall academic optimism, prompting further investigation into external variables. As a practitioner in the elementary school, the researcher explores these influences in the discussion section. Qualitative analysis highlighted themes of personalized learning's value, appreciation for meaningful experiences, and varied learning format preferences. The study underscores the positive impact of a four-week personalized professional learning experience. Emphasis on job-embedded learning and collaboration enabled teachers to apply new skills in real-world situations. Interviews with the treatment group revealed positive changes in mindset and practices, emphasizing themes of positivity, reflection, engagement, relationship building, trust, effective communication, and a language shift. Overall, the teachers in the treatment group perceived the personalized professional learning approach as meaningful and positive even though the quantitative results were not significant and did not indicate a relationship between their overall levels of academic optimism. [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.]