The purpose of this qualitative descriptive case study was to examine teachers' perceptions on how their engagement and satisfaction in professional development opportunities influence their efficacy in applying the skills learned. Three research questions guided the study: How do teachers describe their efficacy in applying skills learned from participation in professional development? How do teachers describe their overall engagement in the skills presented through professional development sessions? How do teachers describe their satisfaction with the skills learned from professional development? Data were collected from three sources: individual interviews, an electronic questionnaire, and a focus group. Three themes emerged from the data analysis: 1. Skills learned need to be applicable to classroom instruction. 2. Time and support are essential to implementation of skills learned. 3. Collaboration enhances implementation of skills learned. Based on the triangulated evidence and findings, included are recommendations for educational leaders and practitioners that may positively influence development, implementation, and monitoring of 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.]