The purpose of this quantitative associative correlational study was to examine to what extent there is an associative relationship for high school teacher attitudes toward professional development and time for classroom preparation, as measured by the Teaching and Learning Conditions of Colorado survey, and overall rural high school performance. Guskey's Model of Teacher Change was the theoretical foundation used for this research. One overarching research question asked about the strength of correlation between teacher attitudes towards PD, time to implement in PD in the classroom, and overall school performance. The study utilized archival data collected from the Colorado Department of Education from the 2018 TLCC survey and the 2019 school performance frameworks. The analyzed datasets were 94 qualified and designated small rural and rural high schools in Colorado. The results of the Pearson moment correlation showed a statistically significant relationship between teachers attitudes towards professional development and time for classroom preparation (r(2, 92) = 0.682, p <&#xa0;0.01). There was not a statistically significant correlation between teacher attitudes towards professional development and overall school performance (r(2, 92) = 0.102, p > 0.05), as well as, time for classroom preparation and overall school performance (r(2, 92) = 0.171, p > 0.05). These results support previous research that there is no correlation between teacher attitudes towards professional development and overall school performance. In addition, these results support the research that time for teachers to embed professional development into the classroom is a critical component for successful 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.]