This paper presents information from a study in which researchers examined the implementation of local professional development committees in the state of Ohio. Ohio is one of two states that requires teachers to participate in a peer review of their professional development goals. This study examined the Individual Professional Development Plans (IPDPs) of 133 teachers in 5 Ohio school districts, most of whom taught elementary school. The study focused on the areas of literacy and mathematics. Results indicated that, while 13 different types of activities were chosen, teachers still selected traditional college coursework and inservice workshops and conferences as the main sources of professional development. The fourth most frequently selected professional development activity, in-class activities, indicated that teachers were viewing activities that they conducted within the confines of their own classrooms as professional development activities. Districts varied widely in how they approached the newly defined professional development. Since the IPDPs of most teachers were very vague, it was difficult to discern much about the specific types of learning teachers were pursuing in literacy and mathematics. (Contains 10 references.) (SM)