The purpose of this qualitative phenomenological research study was to examine if utilizing performing arts elements as teaching tools in large-group professional development (PD) sessions for K-12 educators increased educator engagement during PD. The problem of practice was the lack of K-12 educator engagement during large-group PD sessions. The rationale for this research was to build on previous research conducted on educator engagement during large-group PD. This research study sought to answer the following research questions: 1) In what ways can performing arts elements be effectively integrated into large-group professional development, 2) To what extent does incorporating performing arts elements influence teacher engagement during large-group professional development, and 3) How, if at all, does incorporating performing arts elements in large-group professional development align with instructional best practices? The literature review analyzed ways in which to structure educator PD, educator engagement levels during educator PD, and the effectiveness of utilizing performing arts elements to teach in a classroom. While the literature review found positive effects of using performing arts elements to teach students, limited research exists on the utilization of performing arts elements to teach educators. This study analyzed survey results from 81 educators who participated in the same large-group PD session where performing arts elements were used to teach. The study found that non-traditional methods of PD delivery, such as live performances, audiovisuals, and multimedia, as well as presentations using humor, personal stories, and emotional appeals enhanced participant engagement during K-12 educator large-group PD. Additionally, it suggests that presenters who vary their information dissemination tools, share memorable content, and embed innovation and creativity into their presentations are more likely to engage their participants. The study's findings highlight the effectiveness of integrating performing arts elements into large-group PD settings and offers implications for enhancing educator engagement during large-group PD. [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.]