The research problem for this study was teachers in grades 6-12 at a particular school district on the West Coast are not provided targeted professional development needed to support lower-performing English speakers of other languages (ESOL) students in their school districts. The purpose of this qualitative study was to explore these teachers' perceptions regarding this topic related to reading instruction and professional development activities, which can facilitate the learning and academic success of ESOL students. Sancar et al.'s new conceptual framework for teachers' professional development was used to provide a modern and improved view of professional development for teachers. Participants were asked to provide their insights and opinions on the various forms of professional development programs that were useful in promoting reading skills among ESOL students who are in grades six through twelve. This study involved employing a basic qualitative design using semi-structured interviews with 10 participants. Data analysis included thematic analysis involving open coding and categorization to identify patterns and themes in order to analyze the data. The results of the study have shown that the active participation of teachers in the planning of yearly professional development activities significantly affects both schools and districts. This study has important implications for social change, as it raises awareness among district personnel, administrators, teachers, and other stakeholders about the need to focus on professional development that specifically supports ESOL reading instruction. By emphasizing the importance of targeted professional development, this study aims to facilitate positive changes in teaching practices and ultimately improve the educational outcomes of ESOL students. [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.]