This study examines teacher professional development as part of the required K-12 continuous school improvement process. Through semi-structured, open-ended interviews and data (school improvement plans, PD agendas), this qualitative case drew from organizational theory to identify and describe information to better understand the role teacher professional development takes in the continuous school improvement process, the barriers to the implementation of effective teacher professional development, and how principals assess the effectiveness of teacher professional development. Findings indicate that principals desire to support their schools for student success and teacher support in an educational environment that is conducive to learning. Continuous school improvement included a balance of dedicated commitment from principals, reform compliance, utilizing data in decision-making, and human emotion to navigate and continuously assess effective teacher 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.]