Although research studies have been conducted regarding professional development in various areas of education, few have specifically focused on transitional/early exit bilingual education programs. This qualitative study could fill in the gaps identified in previous research regarding transitional/early exit bilingual education programs, obtain the professional development practices of second grade bilingual teachers who teach in a transitional/early exit bilingual education program, and address the need for professional development specific to the needs of second grade bilingual teachers who teach in a transitional early exit bilingual education program. Specifically, the researcher examined the professional development practices of second grade bilingual teachers who teach in a transitional/early exit bilingual education program according to years of experience. Additionally, a bilingual program's director planning, coordinating, and implementation of professional development was examined. [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.]