Education leaders often list professional development sessions in school improvement plans to support teacher learning and consequently student achievement. Teachers often attend professional development sessions and file or dispose of content learned, never transferring content knowledge into instruction. This study aimed to identify strategies and methods to support teacher learning in professional development sessions to support transference content learned into instruction. This study was hosted in a traditional high school where the demographics hold a major Hispanic minority population. 20 teachers were invited to participate in the session but only 12 teachers were able to participate. The research method utilized was action research through a qualitative case study. Methods utilized for data collection were researched based document review for identification of the sessions design, researcher observations during the collaborative segment of the session and teachers were to complete a post session survey. Through document review, the researcher found teacher engagement and motivation were essential when reviewing professional development design. The professional development session identified collaborative learning and hands on learning strategies to support transference of content learned into instruction. Moreover, teachers identified Socratic Seminars as a valuable instructional method sharing plans to implement the method into instruction in the future. Researcher observations further affirmed the value of teacher collaboration and hands on learning during the session. Teachers requested to continue engaging in a collaborative experience through the independent segment of the session where teachers were to create a lesson plan to transfer content learned into instruction. The findings of this study are just the beginning for future research on professional development design. Various items were identified as limitations and recommendations were made for future research to further evaluate professional development design. Teacher input was a valuable form of data collected. This information is especially important in a time where teachers are voicing their needs to education leaders, decision makers such as district personnel and legislative officials. Children are the future of America. Teachers instruct these children and require support in order to provide the best education possible for them. [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.]