Professional Development Standards in one state require professional learning for teachers in collaborative teams and requires schools to offer teachers opportunities for collaborative and collegial learning activities. The purpose of this study was to discover how elementary schools are consistently implementing this standards-based professional development initiative. Research questions involved comparing collaborative involvement with individual professional development, how and to what extent teachers are involved in professional development, and the factors perceived to prevent teachers from becoming involved in professional development. The study's conceptual framework included state professional development standards and professional development process models, which recommend that teachers engage in professional development that is collegial and collaborative. The purposefully selected sample comprised 18 classroom and special area teachers from 6 elementary schools. The data collection methods included face-to-face interviews and teacher recorded reflection journals. Data from within and across cases were analyzed, coded, and organized according to themes described by study participants. Findings from this study suggested that schools were offering some collegial professional development and that teachers are involved in planning and presenting professional development and in team learning. Findings also revealed that time and money were barriers to collaborative and collegial professional development. Social change implications from this study included increased teacher involvement in collaborative and collegial 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.]