Research continues to study the types of professional development models and the structures which are necessary to impact student outcomes (Darling-Hammond, 1997; Guskey, 2000; Liberman, 1995) to implement educational improvements driven by leadership and policy makers. The diversity of options for implementation paired with sheer volume of potential variables surrounding professional development makes it challenging to focus on where the need for improvement lies. This qualitative study focuses on teacher motivation as a key component in the implementation of district required professional development in two elementary schools in an urban community in Oklahoma. This case study explores the lived experiences of six classroom teachers and their motivations for both learning and then implementing skills and strategies acquired through professional development. Eccles (1983) expectancy value theory provides the basis for the research. In exploring motivation as it relates to expectancy value theory several themes emerged from the data: relevance, relatability, and applicability. Each of these align with the subject task values of attainment, intrinsic, and utility value. Self efficacy and personal teaching efficacy were significant traits in this study. Future research should pair self efficacy and outcome expectancies with motivation and expectancies for success regarding professional development implementation. [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.]