This narrative qualitative study aimed to explore the perceptions of using Twitter as an effective professional learning tool for public school secondary-level teachers in Missouri. In addition, the researcher sought to find the perceptions of teachers who used Twitter for professional use, what they found to be valuable in developing a professional learning network through Twitter, and perceptions of Twitter compared to traditional professional learning. Participants selected for this study were Missouri public school teachers who taught students in any of the sixth through 12th grades. The ongoing development of teaching skills is an element of the educational world that is important to the growth of a teacher and students. Ross, Maninger, LaPrairie, & Sullivan (2015) pointed out teacher learning has reformed from a one-size-fits-all approach to a dynamic, highly engaging, interactive, applicable individualized learning session through the management and selection of content and co-construction of knowledge. Teacher learning takes place at various levels and, through evolved methods, can move teacher-learners from understanding instructional theory to the practical application of pedagogical skills (Korthagen, 2017). Twitter provides teachers access to various professional learning networks comprised of individuals who share their knowledge and experience through the reconstruction of topics and practices. Although plugged into a network, Missouri secondary teachers are consumers more often within the network than contributors. Teachers desire personalized and relevant content not bound by geographic limits. Teachers as learners find value in developing their personalized learning network through connections to like-minded practitioners willing to share resources and ideas. [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.]