Research studies indicated that learning support professionals, which includes postsecondary developmental education professionals, often lacked opportunities for training to engage with the population of students they work with, as well as current instructional practices and/or reforms. While the research is expansive, it has focused on the perceptions of attendees of those professional development opportunities. There remains a need for more research on the perceptions of professional development instructors who lead professional development for learning support professionals. The purpose of this study was to investigate the phenomenon of postsecondary learning support professional development instructors' perceptions of their own professional development toward filling this gap in the research literature. Specifically, I will utilize a qualitative, transcendental phenomenological research design with semi-structured interviews to explore how participants perceive postsecondary learning support professional development training's alignment to the field, gatekeeping/access, and professional development as part of a community of practice. Thirteen participants were recruited for the study using purposeful sampling. Six aspects of the phenomenon were uncovered: participant perception of postsecondary learning support, alignment with policies, theory use, needs assessments, access, and community of practice. Implications of these findings have the potential to shift the way institutions of higher education and governing bodies approach, align, and design their professional development opportunities. [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.]