This grounded theory study asks, among teachers who have had transformative professional experiences, what elements emerge to explain their transformational experience? The purpose of this study is to explain the elements which may foster individual teacher professional transformation at a rural New England school district. Participants are teachers from the district at the secondary school level. At the conclusion of this research study, the ideas emerged identified the elements that foster transformational experiences of teachers at a public school in New England. The contribution to the field is a theoretical model which explains those elements. It is the intent of this study that further research will be done to show how those in school leadership roles can create the scaffolds, opportunities, and/or structures necessary for these transformational moments to emerge. [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.]