This study employed a mixed methods approach to evaluate the application of professional learning outcomes into the classroom. Professional learning in a school setting were examined in terms of the outcomes and the motivation to use the learning into the classroom and how if at all did it benefit students. Teachers from a small rural middle school in the Northeast part of California responded to an electronic survey and participated in a focus group regarding learning a specific research-based instructional practice in professional learning and applying it into their classroom instruction. The Clark and Estes Gap Analysis Framework was utilized to assess knowledge, motivational, and organizational influences on the application of professional learning outcomes into the classroom. The results and findings of this study demonstrated that teachers possessed the knowledge about the instructional practice from professional learning and there were enough organizational support of the professional learning. The motivation needed to apply the professional learning outcomes into the classroom was dependent on the level of collaboration in the professional learning events. The results and findings of this study emphasized the importance of understanding adult learning and establishing a viable professional learning community of adult learners. A plan that identifies how to enable organization supports, collegial trust, academic goals for students, and collective teacher efficacy to develop and build capacity of a professional learning community. [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.]