Collaborative learning and expert-led ongoing coaching workshops are recognized as optimal forms of professional development. The problem is that there are times when teachers choose to avoid working with a staff developer or embrace this form of professional learning. This qualitative study examined elementary school teachers' professional development experiences in interactive read-aloud instruction and their perceptions of the staff developer's authority. Specifically, it explored the potential connection between teachers' perceptions of staff developers' authority, teachers' attitudes toward PD, and their instructional behaviors in the classroom. Case study methodology was used to collect data from observations, semi-structured interviews, and a focus group discussion. Qualitative thematic coding created categories to distinguish what influenced teachers' attitudes toward professional development and their subsequent instructional behaviors. Results indicated that socially significant interactions are influenced by the perception of an individual's behaviors. Perceptions of an experience can change the reality of that experience for an individual. Teachers' perceptions of the staff developer's intention, personality traits, ability, task characteristics, the opportunity for classroom application, and resources influenced their attitudes toward professional development and classroom instructional behaviors. [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.]