To gain insights into the roadblocks to implementing effective professional development, the Bill & Melinda Gates Foundation contracted with the Boston Consulting Group in 2014 to reach more than 1,300 teachers, professional development leaders in district and state education agencies, principals, professional development providers, and thought leaders through surveys and interviews. What they heard from this broad range of stakeholders was consistent: The way in which schools and districts deliver professional learning is highly fragmented and characterized by key disconnects between what decision-makers intend and the professional learning teachers actually experience. More specifically: (1) Few teachers (29 percent) are highly satisfied with current professional development offerings; (2) Few teachers (34 percent) think professional development has improved; (3) Large majorities of teachers do not believe that professional development is helping them prepare for the changing nature of their jobs, including using technology and digital learning tools, analyzing student data to differentiate instruction, and implementing the Common Core State Standards and other standards; (4) Professional development formats strongly supported by district leadership and principals, such as professional learning communities and coaching, are currently not meeting teachers' needs; and (5) Principals largely share teachers' concerns about the efficacy of professional learning. At the same time, teachers and administrators largely agree on what good professional learning looks like. That consensus, coupled with teachers' increasing use of self-guided online resources and their desire to work together to focus on planning, designing, and delivering instruction, provide directions for the future.