The focus of this research study examines the perspectives of professional development and related experiences of K-12 school administrators. Three research questions were designed to investigate the most useful components of professional development and experiences of school leaders. The methodology for data collection involved using a "Perspectives of Professional Development Survey"--a 24-question demographic and Likert scale survey. Findings through Chi-Square analysis reveal statistically significant components of professional development--instructional leadership, mentor relationships, and technical skills. Furthermore, funding of school operations was identified as a primary barrier to administrator performance and the facilitation of effective school leadership. Inferential and descriptive statistics formed the conclusions. Conclusions prove that professional development is beneficial and useful to building-level administrators through optimization and enhancement of personal skills at the building-level. Whether serving in the capacity of principal or assistant principal, professional development has a positive impact through collaboration with peers, decision-making, and the betterment of local education agencies. [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.]