Due to several factors including advances in technology and the global pandemic, online and virtual professional development (OPD) opportunities have rapidly increased in demand and number. Uncertainty has surfaced as to whether the quality of the content of OPD is as high as the quality of content of in-person professional development in-person. The purpose of this interpretative phenomenological analysis study was to understand teachers' preferences for attending professional development and to understand their perceptions of the quality of the training based on the method of delivery for ten secondary teachers at five schools located in North Texas. The following questions guided the study: What type of professional development presentations do secondary teachers prefer to attend in North Texas? And: What type of professional development presentations do secondary teachers believe has the highest quality of content in North Texas? The data revealed that some teachers find OPD convenient and OPD can provide high-quality content depending on the skills of the presenter. The data also revealed that most teachers prefer to attend professional development in-person and that, due to certain aspects of interaction that can only happen in a physical setting, in-person professional development has the highest quality of content. The researcher concluded teachers need ample in-person and online opportunities that are relevant to the unique needs of each individual teacher. [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.]