Over 7 million students in the United States of America meet special education eligibilities and are serviced in public schools. Life skills teachers teach a specialized group of students with intellectual disabilities. Each of these students has their own Individual Education Plan (IEP). It is a legal requirement for each IEP to be implemented with evidence-based practices (EBPs). Life skills teachers learn these EBPs at professional development sessions. This qualitative phenomenological research study used narrative inquiry to explore the barriers life skills teachers face when accessing professional development. Discovering the barriers to accessing professional development will impact millions of students serviced in special education. A theoretical framework designed by Peters et al. (2008) to examine the barriers accessing healthcare in impoverished countries was modified to act as a lens to apply to education. The barriers examined include geographic accessibility, availability, affordability, and acceptability. This study included interviews with 12 life skills teachers with three or more years of experience located in a school district in southeast Texas. The central question addressed by this research was: What are the barriers life skills teachers face when accessing professional development? The results of this study revealed life skills teachers do face barriers accessing professional development sessions, but they overcome these barriers in a multitude of ways. The study findings indicate a need for school districts to provide professional development sessions in a variety of formats, times, and locations. [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.]