All in-service teachers in PK-12 public school systems must participate in professional development sessions. Professional development can negatively affect many teachers but serves an essential purpose in improving education. Social learning theories can help shape practical professional development sessions. This quantitative study focused on the perceptions of current teachers toward professional development and what makes it great. An online survey was administered to current teachers in Nebraska public schools, measuring their perceptions about the best professional development experience they have had in recent history. The results and analysis showed that teachers rate sessions more positively when the experience includes strategies suggested by social learning theories. Specific outcomes are significantly correlated with a positive overall rating as well. Recommendations for planning well-received professional development and possible extensions of the research were discussed. [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.]