Democracy requires well-informed citizens, with the habits and mind-set required to maintain a free and self-governing society. Teachers, in turn, are key to establishing those habits of heart and mind on which democracies rely. As such, teachers benefit from exposure to professional development (PD) opportunities that refresh and augment their knowledge and classroom skills in the area of civics. Education officials and policymakers face a host of competing priorities, and support for professional development in civics has been limited. One crucial consequence is the lack of research regarding current civics PD programs. Accordingly, the AEI Program on American Citizenship surveyed the providers of civics PD, delving into their purposes, methods, and views to create a first-ever overview of PD in civics. This study revolves around an essential question: What is the nature and range of PD for secondary civics teachers in the United States? The aim of this study is to reveal a portrait of current practice through a combination of interviewing and surveying current civics PD providers and through reviewing the current literature on high-quality PD.