A need exists for research in the area of professional development of Career and Technology Education (CTE) educators. This study examined professional development for the business educator, compared to other CTE educators in Maryland. The purpose of this quantitative study was to ascertain the following: (a) if and how subject-related professional development is made available to business and other CTE educators; (b) to what extent business educators and other CTE educators participate in professional development; (c) the relationship of a teacher's self-efficacy for business educators compared to other CTE educators; and (d) areas of need for more professional development. Business and other CTE educators in public high schools across Maryland were surveyed. It was found that business educators were most interested in technology and finance. The five highest-rated professional development needs were identified as follows: emerging technologies; technology in the classroom; computer applications and teaching methods; personal finance applications and teaching methods; and problem-based learning techniques. It was also determined that both groups of participants (business educators and other CTE educators) believed that they did not have more than a limited "voice" in terms of professional development offerings. When the other CTE educators were disaggregated into individual cluster areas, it revealed that career research and development (CRD) educators had a significantly higher level of voice in professional development than business or manufacturing, engineering, and technology (MET) educators; there was also a difference among the CRD educators and the arts, media, and communication (AMC) and transportation technologies (TT) educators. The findings of this study also revealed that the educators' perceptions of an effect of professional development on instructional practice and student achievement did not significantly differ based on the program type (business or other CTE area) that they taught. Moreover, the results of this study also determined that there was no significant difference in the educators' motivations to seek professional development. Lastly, the findings also indicated that professional development was not significantly associated with the educators' sense of self-efficacy for both business and other CTE educators. The results from this study may be used to aid in designing professional development for all educators as well as to add to the research base. [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.]