Effective teacher professional development is abundantly important for teacher learning and for meeting the needs of students. With many forms of professional development, districts seek to get high-quality professional development to stretch their school budgets. The purpose of this study was to examine the perception of members of regional consortium approach to professional development and the impact they believe it had on student achievement. The theoretical framework used to design the study was built by Adult Learning Theory and Transformative Learning Theory. The research questions sought to explore perceptions of teachers' and administrators' professional development learning sessions had their school and students. The design of the study collected perceptions through surveys and interviews. Data discussion of the findings would be beneficial to district leaders and teachers seeking to find effective professional development. [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.]