Professional development is a term researched, defined, and developed for decades. The term professional development is a critical component to the effectiveness of teacher practice and implementation of teacher resources that can ultimately affect student achievement. As professional development evolves, research on this topic centers on changes in 21st century educational practices, Common Core State Standards, and the demands that continue to face our teachers today. With the implementation of No Child Left Behind, school districts must provide professional development that is content focused, intensive, related to standards and assessments, and focused on increased knowledge regarding the content (Yoon, Duncan, Wen-Yu Lee, Scarloss, & Shapley, 2007). The effects of professional development relating to teacher practice and student achievement were evaluated in this quasi-experimental study. The design explored how particular types of professional development influenced teacher practice and related to student achievement in third through sixth grades in English Language Arts instruction in a suburban elementary school district using student achievement data to measure student growth. A Likert-like survey was administered to determine teacher effectiveness of implementation. Results indicated that the average mean score for student achievement from year 2017 to year 2018 demonstrated significance through a paired samples t-test. Additionally, significance was also determined in student achievement data in fifth to sixth grades specifically in the results of the Likert-like survey for questions in Category 1, Collaboration and Category 5, Meaningful Professional Development. [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.]