This report presents the results of a study of the effects of Washington State's Professional Growth Option (PGO), a state regulation that requires schools districts to plan and implement programs for teacher professional development. Section 1 describes the study which was conducted by teachers who interviewed 23 teachers representing different school systems. Each was interviewed three times over the course of the 1992-93 school year. Four of the districts represented had participated in state-funded pilot projects and had experimented with PGO's for 6 years. The other districts were in their first, second, or third year of the new system. The study also included interviews with the teacher's supervising principals. Section 2 profiles the 23 teachers, their attributes, their school districts, new teacher evaluation policies adopted by their districts, their professional growth goals under the new PGO, the resources available to them, challenges encountered while working on their goals, and their perceptions of the impact of the new system on students and themselves. Section 3 offers case studies of five educators which convey the richness of the professional growth experience. Section 4 presents data on how the principals perceive the PGO. Section 5 offers recommendations for growth. (JB)